本文選題：高中學(xué)生英語(yǔ) + 英語(yǔ)定冠詞��； 參考：《揚(yáng)州大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)冠詞系統(tǒng)主要包括定冠詞the,不定冠詞a/an和零冠詞(?)三類,其用法卻相當(dāng)復(fù)雜。Master(1990)曾指出:“對(duì)于學(xué)習(xí)者來(lái)說(shuō),英語(yǔ)冠詞系統(tǒng)是語(yǔ)法中最難掌握的部分之一,也是最后才能完全習(xí)得的部分之一”。冠詞的習(xí)得對(duì)于二語(yǔ)習(xí)得者來(lái)說(shuō)是重點(diǎn),更是一個(gè)難點(diǎn)。根據(jù)Ellis(1994),現(xiàn)有的冠詞使用規(guī)則并不能夠囊括所有的用法,很多情況下冠詞的使用是由文中的語(yǔ)義來(lái)決定的。由于漢語(yǔ)中缺乏冠詞系統(tǒng),所以中國(guó)英語(yǔ)學(xué)習(xí)者在冠詞習(xí)得過(guò)程中面臨著更大的困難。Mater(1990)提出的二元系統(tǒng)理論,將冠詞分為 Classification(a/an and 01)和 Identification(the and(?)1),進(jìn)一步豐富了冠詞系統(tǒng)理論。由此,筆者在二元系統(tǒng)理論的基礎(chǔ)上,以本族語(yǔ)為參照,旨在探索中國(guó)高中學(xué)生定冠詞the的獨(dú)特使用特征,并為英語(yǔ)教學(xué)提供有益指導(dǎo)。具體來(lái)說(shuō),本研究主要包括以下三個(gè)問(wèn)題:(ⅰ)與英語(yǔ)本族語(yǔ)者相比,中國(guó)高中英語(yǔ)學(xué)習(xí)者寫(xiě)作中定冠詞the的類聯(lián)接有何分布特征?(ⅱ)與英語(yǔ)本族語(yǔ)者相比,中國(guó)高中英語(yǔ)學(xué)習(xí)者寫(xiě)作中定冠詞the在功能上有何特征?(ⅲ)造成定冠詞the的類聯(lián)接分布特征和功能特征的原因有哪些?本研究主要基于語(yǔ)料庫(kù)研究方法,首先從CLEC的子庫(kù)ST2和LOCNESS中的隨機(jī)抽取文本組成新的資料庫(kù)。其次,對(duì)資料庫(kù)中定冠詞the的形式和功能分別進(jìn)行標(biāo)注,最后在標(biāo)注的文本中分別從CLEC和LOCNESS中隨機(jī)選取300個(gè)樣本深入分析,得出研究數(shù)據(jù)。利用定量和定性的方法對(duì)數(shù)據(jù)分析和討論,以保證研究結(jié)果的客觀性和有效性。本研究的結(jié)果如下:(ⅰ)與本族語(yǔ)者相比,中國(guó)高中學(xué)生寫(xiě)作中定冠詞the的使用在類聯(lián)接分布中存在獨(dú)有的特征�？偟膩�(lái)說(shuō),一方面高中生傾向使用第一種類聯(lián)接分類“THE+PRE-MOD+N”,其中過(guò)度使用類聯(lián)接形式“THE+N”,“THE+R-ADJ+N”和“THE+C-ADJ+N”,另一方面,高中學(xué)習(xí)者很少使用第二種分類“THE+N+POST-MOD”,但是其中類聯(lián)接形式“THE+N+PREP(of)”的使用相對(duì)較多。(ⅱ)與本族語(yǔ)者相比,中國(guó)高中學(xué)生寫(xiě)作中定冠詞the在功能上存在獨(dú)有特征�？偟膩�(lái)說(shuō),中國(guó)高中學(xué)生傾向于用“THE+PRE-MOD+N”來(lái)實(shí)現(xiàn)“之后提及”,“共享知識(shí)”和“等級(jí)性形容詞”功能,而本族語(yǔ)者卻更多的選擇“THE+N+POST-MOD”的形式以實(shí)現(xiàn)“限制后置定語(yǔ)”的功能。具體來(lái)說(shuō),與英語(yǔ)本族語(yǔ)者相比,中國(guó)學(xué)生更多的使用形式“THE+N”來(lái)實(shí)現(xiàn)“之后提及”的功能而非“共享知識(shí)”。此外,為了實(shí)現(xiàn)“共享知識(shí)”功能,中國(guó)學(xué)習(xí)者過(guò)度使用“THE+C-ADJ+N”,而本族語(yǔ)者卻很少使用。最后,中國(guó)學(xué)習(xí)者在“限制后置定語(yǔ)”功能中過(guò)度使用類聯(lián)接形式“THE+N+PREP(of)”而較少的使用“THE+N+RL”形式。(iii)造成高中生在定冠詞the的使用中類聯(lián)接類型和功能特征的原因主要有以下兩種:(a)母語(yǔ)遷移的影響:受漢語(yǔ)限定詞“這”、“這個(gè)”、“那”和“那個(gè)”,前置修飾結(jié)構(gòu)“形容詞+名詞”以及所屬結(jié)構(gòu)“.....的+名詞”的影響,中國(guó)高中英語(yǔ)學(xué)習(xí)者過(guò)度使用類聯(lián)接形式“THE+N”,“THE+C-ADJ+N”,“THE+C-ADJ+N+PREP(of)”,較少使用“THE+N+RL”;(b)語(yǔ)法教學(xué)的影響:在冠詞的教學(xué)過(guò)程中,大多數(shù)的教師主要是依靠語(yǔ)法書(shū)中所總結(jié)的冠詞使用規(guī)則來(lái)進(jìn)行教學(xué)。其中,對(duì)于非首次出現(xiàn)的名詞前加定冠詞the的要求,使得學(xué)生在實(shí)現(xiàn)“之后提及”功能時(shí)傾向于在名詞前加定冠詞the,結(jié)果導(dǎo)致“THE+N”的過(guò)度使用。此外,對(duì)于修飾名詞的形容詞最高級(jí)前須加定冠詞the的規(guī)定,使得類聯(lián)接形式“THE+R-ADJ+N”的過(guò)度使用。本研究結(jié)果對(duì)英語(yǔ)教和學(xué)的啟示:(a)在日常教學(xué)過(guò)程中,教師不應(yīng)該只是簡(jiǎn)單總計(jì)誒冠詞的用法,而應(yīng)該弄清形式和功能的對(duì)應(yīng)關(guān)系。要教會(huì)學(xué)生如何根據(jù)特定的語(yǔ)境下定冠詞the所要實(shí)現(xiàn)的功能來(lái)選擇適當(dāng)?shù)男问�。此�?教師和同學(xué)要認(rèn)識(shí)到真實(shí)的語(yǔ)言材料對(duì)于教和學(xué)的重要性,而不僅僅局限于機(jī)械的識(shí)記語(yǔ)法書(shū)中所羅列的用法。在實(shí)際教學(xué)中,教師應(yīng)該盡可能的根據(jù)教學(xué)內(nèi)容,將收集到的真實(shí)的語(yǔ)言材料應(yīng)用到教學(xué)之中,讓學(xué)生從真實(shí)的語(yǔ)言情境中體會(huì)語(yǔ)言的多元化。(b)教師和學(xué)生要注意減少母語(yǔ)對(duì)于英語(yǔ)學(xué)習(xí)的負(fù)面影響。在英語(yǔ)習(xí)得的過(guò)程中,要有意識(shí)地監(jiān)控定冠詞the的使用,避免出現(xiàn)不恰當(dāng)?shù)氖褂谩?br/>[Abstract]:The English article system mainly includes the three categories: the definite article the, the indefinite article a/an and the zero article (?). The use of the article is rather complex.Master (1990). "For the learners, the English article system is one of the most difficult parts in the grammar, but also one of the parts of the final acquisition." the acquisition of the article is for the two language learners. According to Ellis (1994), the existing article use rules can not cover all uses. In many cases, the use of articles is determined by the semantic meaning of the article. Because of the lack of the article system in Chinese, Chinese English learners face a greater difficulty in the acquisition of coronal words.Mater (1990). The two element system theory, which divides the articles into Classification (a/an and 01) and Identification (the and (?) 1), further enriches the theory of the article system. On the basis of the theory of the two yuan system, the author aims to explore the unique use characteristics of the definite article the of Chinese high school students and provide the English teaching with the reference of the native language. Specifically, this study mainly includes the following three questions: what are the distribution characteristics of the class connection of the definite article the in Chinese high school English learners' writing compared with native speakers of English? (II) what are the functional features of the definite article the in Chinese high school English learners' writing compared with those of English native speakers? (III) creating a fixed crown What are the reasons for the distribution and functional characteristics of the class join of the word the? This study is mainly based on the corpus research method. First, a new database is formed from the random extraction text of the CLEC sublibrary ST2 and LOCNESS. Secondly, the form and function of the definite article the in the database are annotated respectively. Finally, the text in the tagged text is from CLEC, respectively. In order to ensure the objectivity and effectiveness of the research results, 300 samples were randomly selected from the LOCNESS to analyze and discuss the data by quantitative and qualitative methods. The results of this study are as follows: compared with native speakers, the use of the definite article the in Chinese high school students is in the distribution of the class join distribution. In general, on the one hand, high school students tend to use the first class join classification "THE+PRE-MOD+N", which overuses the class join form "THE+N", "THE+R-ADJ+N" and "THE+C-ADJ+N". On the other hand, high school learners rarely use second categories of "THE+N+POST-MOD", but the class join form "THE+N+P" The use of REP (of) is relatively more. (II) in comparison with native speakers, the definite article of Chinese high school students' writing article the has its own unique features. In general, Chinese high school students tend to use "THE+PRE-MOD+N" to realize "after reference", "shared knowledge" and "hierarchical adjectives", while native speakers are more. In contrast to English native speakers, Chinese students use the form of "THE+N" to realize the function of "after reference" rather than "shared knowledge". In addition, in order to achieve the "shared knowledge" function, Chinese learners use the "T" over the "T" function. HE+C-ADJ+N ", while native speakers are rarely used. Finally, Chinese learners overuse" THE+N+PREP (of ")" in the "limited post attributive" function and less use "THE+N+RL". (III), there are two main reasons for high school students' connection type and functional characteristics in the use of definite article the: (a ) the influence of the transfer of mother tongue: the influence of the Chinese determiner "this", "this", "that" and "that", the pre modified structure "Adjective + noun" and the influence of the structure "... + noun", Chinese high school English learners overuse the form of "THE+N", "THE+C-ADJ+N", "THE+C-ADJ+N+PREP (of") ", less so The influence of "THE+N+RL" and (b) grammar teaching: in the course of the article, most of the teachers mainly rely on the rules of the articles in the grammar book to use the rules to teach. Among them, the requirement of the article the before the non first appearance of the noun is added, so that the students tend to add the noun to the noun in the realization of the "later reference" function. The definite article the results in the excessive use of "THE+N". In addition, the provisions of the article the should be added to the most advanced adjectives of the modified nouns so that the form of "THE+R-ADJ+N" is overused. The result of this study is a revelation to English teaching and learning: (a) in the course of daily teaching, the teacher should not simply total the general article. Use, and should make clear the correspondence between form and function. It is necessary to teach students how to choose the appropriate form according to the function of the in a specific context. In addition, teachers and students should recognize the importance of real language materials to teaching and learning, not only limited to the list of mechanical memorizing grammar books. In practical teaching, in practical teaching, teachers should apply the real language materials collected to the teaching as far as possible according to the content of the teaching, and let the students understand the diversity of language from the real language situation. (b) teachers and students should pay attention to reducing the negative influence of mother tongue on English learning. Monitor the use of the definite article the to avoid inappropriate use.
【學(xué)位授予單位】：揚(yáng)州大學(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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