本文選題：句法形態(tài)接口　切入點(diǎn)：動(dòng)詞第三人稱單數(shù)習(xí)得　出處：《閩南師范大學(xué)》2017年碩士論文

【摘要】：英語動(dòng)詞第三人稱單數(shù)的習(xí)得,一直是困擾著二語學(xué)習(xí)者的一個(gè)難題,也是語言學(xué)界的一個(gè)關(guān)注熱點(diǎn)。在學(xué)習(xí)英語的過程中,動(dòng)詞第三人稱單數(shù)是中學(xué)生需要學(xué)習(xí)并掌握的重要語法知識(shí)點(diǎn)。因此,本文嘗試對(duì)母語為漢語的中學(xué)生習(xí)得英語動(dòng)詞第三人稱單數(shù)的情況進(jìn)行調(diào)查研究,并在此基礎(chǔ)上為中學(xué)英語動(dòng)詞第三人稱單數(shù)的教學(xué)提出一些啟示。本文從句法形態(tài)接口理論出發(fā),選取漳州市立人學(xué)校的120名中學(xué)生作為受試者,受試者被分為兩組,一組是初二年級(jí)的60名學(xué)生,另一組是高二年級(jí)的60名學(xué)生,分別完成關(guān)于英語動(dòng)詞第三人稱單數(shù)的語法測試卷,測試卷包括看圖寫話、用所給詞的適當(dāng)形式填空和語法判斷三項(xiàng)任務(wù),每項(xiàng)任務(wù)有15道題,包含三個(gè)測試點(diǎn),即英語動(dòng)詞第三人稱單數(shù)的三種不同形態(tài)(以-s結(jié)尾、以-es結(jié)尾和以-ies結(jié)尾),以此來考察兩個(gè)不同年級(jí)的學(xué)生對(duì)英語動(dòng)詞第三人稱單數(shù)的掌握情況。根據(jù)測試所得的數(shù)據(jù),分別統(tǒng)計(jì)出每個(gè)測試點(diǎn)的得分,借助SPSS21.0軟件對(duì)問卷結(jié)果進(jìn)行雙因素方差分析、簡單效應(yīng)檢驗(yàn)和單因素方差分析。通過數(shù)據(jù)分析得出如下結(jié)論:(1)不同年級(jí)的中學(xué)生在習(xí)得英語動(dòng)詞第三人稱單數(shù)時(shí)不能克服句法形態(tài)接口的難題;(2)不同年級(jí)的中學(xué)生在習(xí)得三種不同的英語動(dòng)詞第三人稱單數(shù)形態(tài)時(shí)存在差異;(3)不同年級(jí)的中學(xué)生在以-s結(jié)尾的英語動(dòng)詞第三人稱單數(shù)的習(xí)得情況較好�？偠灾�,中學(xué)生還是不能很好的習(xí)得英語動(dòng)詞第三人稱單數(shù),雖然中學(xué)生已經(jīng)習(xí)得英語動(dòng)詞第三人稱單數(shù)的句法屬性,但是還是不能表現(xiàn)出正確的英語動(dòng)詞第三人稱單數(shù)的形態(tài),這是因?yàn)橹袑W(xué)生的理解不全、操練不夠,不能充分地習(xí)得句法形態(tài)接口屬性。本研究對(duì)中學(xué)英語動(dòng)詞第三人稱單數(shù)的教學(xué)有一定的啟示意義。從研究結(jié)果可知,兩個(gè)年級(jí)的學(xué)生對(duì)英語動(dòng)詞第三人稱單數(shù)的掌握情況不是很理想,尤其是以-es結(jié)尾和以-ies結(jié)尾的英語動(dòng)詞第三人稱單數(shù)。因此,在教學(xué)過程中,英語教師特別要針對(duì)中學(xué)生難以習(xí)得句法形態(tài)接口這一根本問題提出相應(yīng)的解決方案,要對(duì)英語動(dòng)詞第三人稱單數(shù)的不同形態(tài)及其用法進(jìn)行詳細(xì)解釋,并對(duì)英語和漢語中動(dòng)詞的不同用法作比較,及時(shí)地給學(xué)生提供練習(xí)并進(jìn)行強(qiáng)化訓(xùn)練,使學(xué)生更好地克服句法形態(tài)接口的難題,更好地習(xí)得英語動(dòng)詞第三人稱單數(shù)。
[Abstract]:The acquisition of the third person singular of English verbs has always been a difficult problem for second language learners, and it is also a hot topic in the field of linguistics.In the process of learning English, the third person singular of verbs is an important grammatical knowledge that middle school students need to learn and master.Therefore, this paper attempts to investigate the acquisition of the third person singular number of English verbs by middle school students whose mother tongue is Chinese, and on the basis of this, provides some enlightenment for the teaching of the third person singular number of English verbs in middle schools.Based on the theory of syntactic and morphological interface, 120 middle school students from Liren School in Zhangzhou City were selected as subjects. The subjects were divided into two groups: 60 students in Grade two and 60 students in Grade two.The grammar test papers on the third person singular number of English verbs were completed respectively. The test papers included three tasks: reading pictures and writing words, filling in the blanks and judging grammar with the proper form of the given words. Each task had 15 questions, including three test points.That is, three different forms of the third person singular of English verbs (ending with -s, -es and -ies) are used to investigate the students' mastery of the third person singular of English verbs in two different grades.According to the data obtained from the test, the scores of each test point were calculated, and the results of the questionnaire were analyzed with the help of SPSS21.0 software, including two-factor variance analysis, simple effect test and single-factor variance analysis.Through the data analysis, we can draw the following conclusion: (1) the middle school students of different grades can not overcome the problem of syntactic and morphological interface in the acquisition of the third person singular number of English verbs (2) the middle school students of different grades acquire three different kinds of English verbs.There are differences in the singularities of three persons (3) the middle school students in different grades have better acquisition of the third person singular number of English verbs ending in -s.In a word, middle school students still can't acquire the third person singular number of English verbs well, although middle school students have already learned the syntactic attribute of the third person singular number of English verbs.However, it can not show the correct third person singular form of English verbs, which is due to the poor understanding and practice of middle school students and the insufficient acquisition of syntactic morphological interface attributes.This study has some implications for the teaching of the third person singular number of English verbs in middle school.From the results of the study, it can be concluded that the students of two grades are not very good at the third person singular number of English verbs, especially the third person singular numbers of English verbs ending in -es and -ies.Therefore, in the process of teaching, English teachers should put forward corresponding solutions to the fundamental problem that it is difficult for middle school students to acquire syntactic morphological interfaces, and explain in detail the different forms and usage of the third person singular number of English verbs.By comparing the different usage of verbs in English and Chinese, we can provide students with practice and intensive training in time, so that students can overcome the problem of syntactic and morphological interface and acquire the third person singular number of English verbs better.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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