英語(yǔ)寫作是英語(yǔ)學(xué)習(xí)者應(yīng)該掌握的基本技能。它不僅是高中英語(yǔ)教學(xué)的重要組成部分,也是師生關(guān)注的重點(diǎn)和難點(diǎn)。但是在英語(yǔ)學(xué)習(xí)過(guò)程中,一些學(xué)生將更多的時(shí)間投入到見(jiàn)效較快的詞匯、英語(yǔ)閱讀等部分,而忽略了英語(yǔ)寫作問(wèn)題。在學(xué)校教學(xué)方面,教師受一些因素的影響,有時(shí)也難以投入大量時(shí)間帶領(lǐng)學(xué)生攻克寫作這一難題。因此,筆者通過(guò)分析一所重點(diǎn)高中和一所普通高中的高二學(xué)生英語(yǔ)作文中的常見(jiàn)錯(cuò)誤并進(jìn)行對(duì)比分析,探討英語(yǔ)寫作存在困難的根本原因,探尋適合重點(diǎn)高中和普通高中學(xué)生英語(yǔ)寫作的教學(xué)方法,并提升學(xué)生的英語(yǔ)寫作能力。本文是以錯(cuò)誤分析理論,對(duì)比分析理論和中介語(yǔ)理論為基礎(chǔ)理論,在玉林市陸川中學(xué)和陸川實(shí)驗(yàn)中學(xué)兩所學(xué)校中分別選擇2個(gè)平行班級(jí)高二學(xué)生的187篇第一學(xué)期期末作文作為研究對(duì)象,并采用Carl James的分類法對(duì)收集到的作文中常見(jiàn)的語(yǔ)言錯(cuò)誤進(jìn)行對(duì)比分析。同時(shí)采用訪談法對(duì)學(xué)生作文產(chǎn)生的錯(cuò)誤原因進(jìn)行深入分析,并著重探討兩個(gè)問(wèn)題:首先,重點(diǎn)高中和普通高中的學(xué)生在英語(yǔ)寫作中存在的錯(cuò)誤有何差異;其次,導(dǎo)致重點(diǎn)高中與普通高中學(xué)生英語(yǔ)寫作錯(cuò)誤不同的主要原因。對(duì)比研究結(jié)果表明,兩所學(xué)校的學(xué)生在本體錯(cuò)誤層面的單復(fù)數(shù)和搭配類別上的數(shù)量差... 

【文章來(lái)源】：廣西師范大學(xué)廣西壯族自治區(qū)

【文章頁(yè)數(shù)】：62 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter1 Introduction
    1.1 Background of the Research
    1.2 Significance and Purposes of the Research
    1.3 Structure of the Thesis
Chapter2 Literature Review
    2.1 Related Terms
        2.1.1 Definition of Errors
        2.1.2 Difference between Mistake and Error
        2.1.3 Classification of Errors
    2.2 Theoretical Foundation
        2.2.1 Contrastive Analysis
        2.2.2 Error Analysis
        2.2.3 Interlanguage
    2.3 Relevant Researches on the Error Analysis of EFL Learner’Writing
        2.3.1 Relevant Researches Abroad
        2.3.2 Relevant Researches at Home
Chapter3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instrument
    3.4 Research Procedures
Chapter4 Data Analysis and Discussion
    4.1 Errors between Key and Ordinary Senior High School Students
        4.1.1 Level of Substance
        4.1.2 Level of Text
        4.1.3 Level of Discourse
    4.2 Results of Student’s Interview
        4.2.1 Results on Substance Level
        4.2.2 Results on Text Level
        4.2.3 Results on Discourse Level
    4.3 Results of Teacher’s Interview
        4.3.1 Results of the Key Senior High School
        4.3.2 Results of the Ordinary Senior High School
    4.4 Causes of Writing Errors
        4.4.1 Improper Writing Teaching Methods
        4.4.2 Different Attitude Towards Errors
        4.4.3 Negative Transfer of Mother-Tongue:Interlingual Errors
Chapter5 Teaching Implications
    5.1 Implications for English Writing Teaching
Chapter6 Conclusion
    6.1 Major Findings of the Research
    6.2 Limitations and Suggestions for the Future Research
Bibliography
Appendix 1
Appendix 2
Appendix 3
Acknowledgements



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