本文選題：維吾爾族初中生 + 英語寫作��； 參考：《伊犁師范學(xué)院》2017年碩士論文

【摘要】：對于新疆維吾爾族學(xué)生來講,英語是在(非自然環(huán)境)的課堂中有意識地學(xué)習(xí)的。作為新疆主要少數(shù)民族之一,維吾爾族從小開始學(xué)習(xí)母語-維吾爾語和第二語言-漢語,在學(xué)校學(xué)習(xí)第三語言-英語,母語-維吾爾族和第二語言-漢語將影響維吾爾族學(xué)生的第三語言英語的學(xué)習(xí)。寫作作為一種語言輸出,是外語學(xué)習(xí)中的一個重要環(huán)節(jié)。特別是對維吾爾族學(xué)生來說,英語寫作是外語學(xué)習(xí)的聽、說、讀、寫中比較困難的一項。在維吾爾族學(xué)生的英語作文中經(jīng)常出現(xiàn)不同類型的錯誤�？缯Z言影響研究的理論從對比分析假說發(fā)展到最新提出的概念遷移假說。概念遷移假說的主要理論來源是薩丕爾-沃爾夫假說中的弱勢假說,即語言影響思維。概念遷移是指一種語言的思維方式對另一種語言的思維方式產(chǎn)生遷移影響。這種跨語言的影響,可能是積極的,也可能是消極的。國內(nèi)外已有不少運用錯誤分析的方法來了解學(xué)習(xí)者二語習(xí)得的研究。本文是以對比分析理論,錯誤分析理論和概念遷移理論為基礎(chǔ)的研究。筆者對維吾爾族和漢族初中生的寫作中的錯誤進(jìn)行對比研究。研究對象是漢族和維吾爾族初中生,研究內(nèi)容是維吾爾族和漢族初中生在英語作文中的錯誤。本文的數(shù)據(jù)來源于伊寧市第18中學(xué)八年級學(xué)生,收集到130份學(xué)生作文,通過對收集到的作文中的錯誤進(jìn)行分類,描述和統(tǒng)計,試圖來解決以下三個問題:1.維吾爾族和漢族初中生英語寫作中的錯誤類型有哪些?錯誤的分布情況如何?2.維吾爾族初中生在英語寫作中,錯誤來自維吾爾語和漢語的干擾程度是否有差異?3.從概念遷移的視角出發(fā),維吾爾族初中生英語寫作中的錯誤產(chǎn)生的因素有哪些?研究結(jié)果顯示:維吾爾族和漢族初中生在英語寫作中的錯誤可分兩大類:基于語言錯誤和基于來源錯誤。基于語言錯誤主要包括詞匯錯誤,形態(tài)錯誤和句法錯誤。句法錯誤所占比例最大;基于來源錯誤主要包括語際錯誤、語內(nèi)錯誤,其中語際錯誤所占比例最大。維吾爾族初中生在英語寫作中,漢族學(xué)生在英語寫作中受到漢語遷移的影響,維吾爾族學(xué)生在英語寫作中不僅受到漢語遷移影響,也受到維吾爾語遷移影響,但漢語遷移的影響遠(yuǎn)遠(yuǎn)大于維吾爾語遷移。從概念遷移的視角出發(fā),結(jié)合Jarvis提出的復(fù)合概念表征系統(tǒng)假設(shè),影響維吾爾族初中生英語寫作錯誤產(chǎn)生的因素可從為三個方面:基于母語概念的誤用;基于共享概念的錯誤構(gòu)建;基于二語概念的錯誤構(gòu)建。最后,根據(jù)維吾爾族初中生寫作錯誤的特點,給出一些啟示。
[Abstract]:For Xinjiang Uygur students, English is learned consciously in class. As one of the major ethnic minorities in Xinjiang, the Uyghurs began to learn their mother tongue, Uyghur and second language, Chinese, and the third language, English, from a young age. Mother-tongue-Uygur and second-language-Chinese will affect Uighur students' third language English learning. As a kind of language output, writing is an important link in foreign language learning. Especially for Uyghur students, English writing is a difficult part of foreign language learning. Uighur students often have different types of errors in their English compositions. The theory of cross-language influence has developed from contrastive analysis hypothesis to concept transfer hypothesis. The main theoretical source of conceptual transfer hypothesis is the weak hypothesis in Sapir-Wolff hypothesis, that is, language influences thinking. Conceptual transfer refers to the transfer of the way of thinking of one language to the mode of thinking of another language. This cross-lingual influence can be positive or negative. At home and abroad, error analysis has been used to understand learners' second language acquisition. This paper is based on comparative analysis theory, error analysis theory and conceptual transfer theory. The author makes a contrastive study on the errors in the writing of Uygur and Han junior high school students. The subjects of the study are Han and Uygur junior high school students, and the contents of the study are errors in English composition of Uygur and Han junior high school students. The data in this paper come from the eighth grade students in the 18th Middle School of Yining City. 130 compositions were collected. Through the classification, description and statistics of the errors in the collected compositions, we try to solve the following three questions: 1. What are the types of errors in English writing of Uygur and Han junior high school students? What is the distribution of errors? Uygur junior high school students in English writing, the error from Uygur language and Chinese interference degree is different. From the perspective of conceptual transfer, what are the causes of errors in Uygur junior high school students' English writing? The results show that the errors in English writing of Uygur and Han junior high school students can be divided into two categories: language based errors and source-based errors. Language-based errors include lexical errors, morphological errors and syntactic errors. Syntactic errors account for the largest proportion, and source-based errors mainly include interlingual errors and intra-lingual errors, among which interlingual errors account for the largest proportion. In English writing of Uygur junior high school students, Han nationality students are influenced by Chinese transfer in English writing. Uygur students are influenced not only by Chinese transfer but also by Uygur language transfer in English writing. However, the influence of Chinese transfer is far greater than that of Uygur language transfer. From the perspective of concept transfer, combined with the hypothesis of compound concept representation system proposed by Jarvis, the factors influencing Uygur junior high school students' English writing errors can be divided into three aspects: misuse of concept based on mother tongue; Error construction based on shared concept and error construction based on second language concept. Finally, according to the characteristics of Uygur junior high school students' writing errors, some enlightenments are given.
【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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