本文選題：錯誤分析　切入點：限時寫作　出處：《西華大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：英語寫作是英語學(xué)習(xí)中最難掌握但同時也最能反映學(xué)習(xí)者真實英語水平的一項技能。在英語教學(xué)中,教師發(fā)現(xiàn)學(xué)生英語作文中容易出現(xiàn)各式各樣的錯誤。盡管對于外語學(xué)習(xí)者寫作錯誤的研究已經(jīng)有很多,但其中對�？粕⒄Z寫作錯誤的研究卻十分有限。與此同時,大部分關(guān)于學(xué)習(xí)者寫作錯誤分析的研究沒有考慮到寫作條件的影響,例如寫作時間長度的影響。本文基于錯誤分析理論對非英語專業(yè)�？粕迺r與非限時英語寫作中的錯誤進(jìn)行歸類分析,分析發(fā)現(xiàn)兩種寫作條件下錯誤數(shù)量及分布存在差異。作者通過對比兩種寫作條件下學(xué)生寫作心理狀態(tài)和過程,找出差異產(chǎn)生的原因。本研究選取兩個非英語專業(yè)平行班84名大一�？粕鸀檠芯繉ο�,A班43名學(xué)生進(jìn)行限時寫作,B班41名學(xué)生進(jìn)行非限時寫作。作者從這兩個班分別收集了限時與非限時英語寫作樣本以及問卷調(diào)查數(shù)據(jù),并采用SPSS19.0軟件對所有數(shù)據(jù)進(jìn)行了分析。研究結(jié)果如下:(1)限時與非限時英語寫作錯誤類型可歸為四類:本體錯誤、文本錯誤、語篇錯誤及中式英語;(2)限時寫作中錯誤總數(shù)多于非限時寫作。在這兩種寫作中,文本錯誤數(shù)量最多、占最大比例。本體錯誤和中式英語錯誤數(shù)量分布存在較大差異;(3)這兩種寫作條件下,學(xué)生的心理狀態(tài)和寫作過程的不同導(dǎo)致了限時寫作和非限時寫作中錯誤數(shù)量和分布的不同。首先,學(xué)生在限時寫作中更容易產(chǎn)生焦慮,對英語寫作缺乏自信心,這些心理原因?qū)е聦W(xué)生在限時寫作中更容易犯錯。其次,學(xué)生在非限時寫作中更依賴中式思維,導(dǎo)致中式英語在非限時寫作中頻現(xiàn)。最后,學(xué)生在非限時寫作中傾向于使用字典并在完成寫作后對所寫作文進(jìn)行修改,這一過程也降低了非限時寫作中本體錯誤的比例�；谘芯堪l(fā)現(xiàn),作者在文章最后為專科英語寫作教學(xué)及學(xué)生英語寫作學(xué)習(xí)提供了一些切實可行的建議,其中包括如何改善�？朴⒄Z寫作教學(xué)及提高學(xué)生英語寫作水平。具體建議如下:對英語教師而言,可以在日常英語寫作教學(xué)中多設(shè)計一些非限時寫作活動,吸引學(xué)生的寫作興趣。對學(xué)生而言,平時英語寫作學(xué)習(xí)要加強(qiáng)對語法和詞匯知識的掌握。希望本文的討論對專科英語教師及英語學(xué)習(xí)者有所幫助。
[Abstract]:English writing is one of the most difficult to master the skills of English learning, but also can reflect the real level of English learners. In English teaching, the teacher found that every kind of error prone to students in English writing. Although for EFL learners writing has been a lot of studies of the errors, but the English college students writing errors the research is very limited. At the same time, most of the research on error analysis of learners' writing without considering the influence of writing conditions, such as the impact of the length of time writing. In this paper, the theory of error analysis in classification and analysis of College non English majors have timed and untimed writing based on the error analysis shows that there are two kinds of writing under the condition of error the number and distribution of the differences. By comparing the two kinds of students' writing under the condition of psychological state and writing process, find out the reasons of the differences. The research selects two parallel classes of non English Majors of 84 first-year college students as the research object, the A class of 43 students were timed writing, B class of 41 students of untimed writing. The author from the two classes were collected respectively timed and untimed writing samples and questionnaire data, and using SPSS19.0 software the analysis of all the data. The results are as follows: (1) timed and untimed writing error types can be classified into four categories: substance errors, text errors, discourse errors and Chinglish; (2) than the total number of timed writing errors in untimed writing. In these two kinds of writing, text error number, accounting for the largest proportion. Ontology errors and Chinglish errors there is a big difference between the number of distribution; (3) the two kinds of writing condition, the mental state of students and the writing process due to the different number and distribution of errors of timed writing and non timed writing Different. First, students are more prone to anxiety in timed writing, lack of confidence in English writing, these psychological causes students more likely to make mistakes in timed writing. Secondly, students are more dependent on Chinese thinking in the untimed writing, lead to Chinglish in non timed writing are frequent. Finally, students tend to write use a dictionary and to modify the composition in writing in the untimed writing, this process also reduces the body non timed writing error ratio. Based on the research findings, the author at the end of the paper for College English writing teaching and students' English Writing provides some practical suggestions, including how to improve the College English Writing teaching and improve students' writing skills in English. Specific recommendations are as follows: for the English teachers, in everyday English writing teaching design of some non limit when writing Activities attract students' interest in writing. For students, we need to enhance their understanding of grammar and vocabulary knowledge in normal English writing. I hope this discussion is helpful for junior college English teachers and English learners.

【學(xué)位授予單位】：西華大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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