中美大學(xué)生同題英語(yǔ)寫(xiě)作中句式比較研究
發(fā)布時(shí)間：2021-09-30 20:54
英語(yǔ)句型是多種類型的英語(yǔ)句子及其所包含的各種語(yǔ)法現(xiàn)象所構(gòu)成的句子形式,是人們對(duì)英語(yǔ)各種語(yǔ)言現(xiàn)象進(jìn)行分析、歸納和總結(jié)而形成的句法規(guī)律。句型是英語(yǔ)教學(xué)中必不可少的組成部分,也是學(xué)生學(xué)好英語(yǔ)的關(guān)鍵環(huán)節(jié)。在英語(yǔ)教學(xué)過(guò)程中,促使學(xué)生掌握一系列句型可以使其語(yǔ)言輸入更加完整,輸出更加地道,從而實(shí)現(xiàn)語(yǔ)言學(xué)習(xí)從知識(shí)接受到運(yùn)用的遷移。本研究以薩丕爾-沃爾夫假說(shuō)及語(yǔ)料庫(kù)語(yǔ)言學(xué)為理論指導(dǎo),以亞洲英語(yǔ)學(xué)習(xí)者國(guó)際語(yǔ)料庫(kù)（ICNALE）中的100篇中國(guó)大學(xué)生和100篇美國(guó)大學(xué)生的同題英語(yǔ)議論文為研究對(duì)象,以定量及定性分析的方法來(lái)探究中美大學(xué)生同題英語(yǔ)作文中句式使用的主要特征。其分析統(tǒng)計(jì)結(jié)果表明,二者在句型使用數(shù)量、句長(zhǎng)、從句類型、謂語(yǔ)動(dòng)詞及特殊句型的使用情況上存在顯著差異,其研究結(jié)果如下:1)陳述句在中美學(xué)生作文中占主要比例,但與母語(yǔ)者相比,中國(guó)學(xué)生較多使用疑問(wèn)句及逗號(hào)或分號(hào)連接的句子。2)簡(jiǎn)單句是中國(guó)學(xué)習(xí)者的主要句型,且較少使用復(fù)合復(fù)雜句,而復(fù)雜句是美國(guó)學(xué)生的主要句型,且美國(guó)學(xué)生的句長(zhǎng)顯著高于中國(guó)學(xué)生。3)在簡(jiǎn)單句使用方面,中國(guó)學(xué)生則較多使用“S-V-Od”句型,而美國(guó)學(xué)生較多地使用雙及物動(dòng)...
【文章來(lái)源】：南京航空航天大學(xué)江蘇省 211工程院校
【文章頁(yè)數(shù)】：97 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
摘要
ABSTRACT
Abbreviations in the Thesis
Chapter One INTRODUCTION
1.1 Research Background
1.2 Purposes and Significance of the Research
1.3 Overall Organization of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Corpus Linguistics
2.1.1 Introduction of Corpus Linguistics
2.1.2 Application of Corpus Linguistics
2.2 Corpus-based Study of L2 Writing
2.2.1 Corpus-based Study of L2 Writing Aboard
2.2.1.1 Corpus-based Studies on Lexical Features
2.2.1.2 Corpus-based Studies on Syntactic Features
2.2.1.3 Corpus-based Studies on Textual Features
2.2.2 Corpus-based Study of L2 Writing at Home
2.2.2.1 Corpus-based Studies on Lexical Features
2.2.2.2 Corpus-based Studies on Syntactic Features
2.2.2.3 Corpus-based Studies on Textual Features
2.2.3 Summary
Chapter Three THEORY and METHODOLOGY
3.1 Sapir-Whorf Hypothesis
3.1.1 Introduction of Sapir-Whorf Hypothesis
3.1.1.1 Linguistic Determinism
3.1.1.2 Linguistic Relativity
3.1.2 Application of Sapir–Whorf Hypothesis
3.2 Research Questions
3.3 ICNALE Corpus
3.4 Data Collection
3.5 Data Analysis
3.5.1 Identification of Sentence Patterns
3.5.2 Research Instruments
3.5.3 Research Procedures
Chapter Four RESULTS and DISCUSSION
4.1 Overall Results of Sentence Types in Sino-US College Students’Writings
4.2 Detailed Results of Sentence Types in Sino-US College Students’Writings
4.2.1 Results of Specific Sentence Types in Sino-US College Students’Writings
4.2.1.1 Simple Sentence Types
4.2.1.2 Compound Sentence Types
4.2.1.3 Complex and Compound-complex Sentence Types
4.2.2 Distribution and Length in Sino-US College Students’Writings
4.2.3 Clause Types in Sino-US College Students’Writings
4.2.3.1 Distribution of the Adverbial Clause in Sino-US Corpora
4.2.3.2 Distribution of the Object Clause in Sino-US Corpora
4.2.3.3 Distribution of the Attributive Clause in Sino-US Corpora
4.2.4 Use of Predicate Verbs in Sino-US College Students’Writings
4.2.5 Use of Special Sentence Patterns in Sino-US College Students’Writings
4.2.5.1“There be”Sentence Structure
4.2.5.2 Passive Sentence Structure
4.2.5.3 Extraposition Sentence Structure
4.2.5.4 Summary
4.3 Discussion of Reasons for Similarities and Differences
4.3.1 Reasons for Similar Sentence Types of NS and NNS
4.3.1.1 Most Commonly-used Sentence Patterns
4.3.1.2 Similarities in Language Structures
4.3.2 Reasons for Different Sentence Types of NS and NNS
4.3.2.1 Psychological Mechanism
4.3.2.2 Differences in Thinking Modes
4.3.2.3 Influence of L1
Chapter Five CONCLUSION
5.1 Major Findings of the Present Study
5.2 Implications
5.2.1 Implications for Learners
5.2.2 Implications for Teachers
5.3 Limitations and Suggestions for Further Study
References
Publications
【參考文獻(xiàn)】：
期刊論文
[1]基于語(yǔ)料庫(kù)的中學(xué)英語(yǔ)學(xué)習(xí)者寫(xiě)作句法復(fù)雜性變化研究[J]. 李夢(mèng)驍,劉永兵. 東北師大學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2016(01)
[2]大數(shù)據(jù)時(shí)代的大學(xué)英語(yǔ)寫(xiě)作教學(xué)改革[J]. 王海嘯. 現(xiàn)代遠(yuǎn)程教育研究. 2014(03)
[3]寫(xiě)作自動(dòng)評(píng)價(jià)系統(tǒng)在大學(xué)英語(yǔ)教學(xué)中的應(yīng)用研究[J]. 唐錦蘭,吳一安. 外語(yǔ)與外語(yǔ)教學(xué). 2012(04)
[4]基于語(yǔ)料庫(kù)的引述動(dòng)詞研究及其對(duì)英語(yǔ)寫(xiě)作教學(xué)的啟示[J]. 陳建林. 外語(yǔ)界. 2011(06)
[5]非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)作文中介詞IN的語(yǔ)義使用情況——一項(xiàng)基于語(yǔ)料庫(kù)的研究[J]. 許夢(mèng)卿,程曉堂. 外語(yǔ)與外語(yǔ)教學(xué). 2011(05)
[6]非英語(yǔ)專業(yè)學(xué)生寫(xiě)作中的詞匯錯(cuò)誤分析——一項(xiàng)基于語(yǔ)料庫(kù)的研究[J]. 何華清. 外語(yǔ)界. 2009(03)
[7]漢英民族思維方式對(duì)英漢句式的影響[J]. 喬小六. 外語(yǔ)研究. 2007(01)
[8]非英語(yǔ)專業(yè)研究生寫(xiě)作中連接詞用法的語(yǔ)料庫(kù)調(diào)查[J]. 潘璠,馮躍進(jìn). 現(xiàn)代外語(yǔ). 2004(02)
[9]中國(guó)大學(xué)英語(yǔ)寫(xiě)作教學(xué)的突破口——《同題·互評(píng)·共進(jìn):中美同題英語(yǔ)作文分析與比較》的編寫(xiě)思路[J]. 周領(lǐng)順. 外國(guó)語(yǔ)言文學(xué). 2003(04)
[10]中國(guó)英語(yǔ)學(xué)習(xí)者與本族語(yǔ)學(xué)生寫(xiě)作中HAVE用法比較[J]. 楊貝. 外語(yǔ)教學(xué). 2003(02)
本文編號(hào)：3416621
【文章來(lái)源】：南京航空航天大學(xué)江蘇省 211工程院校
【文章頁(yè)數(shù)】：97 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
摘要
ABSTRACT
Abbreviations in the Thesis
Chapter One INTRODUCTION
1.1 Research Background
1.2 Purposes and Significance of the Research
1.3 Overall Organization of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Corpus Linguistics
2.1.1 Introduction of Corpus Linguistics
2.1.2 Application of Corpus Linguistics
2.2 Corpus-based Study of L2 Writing
2.2.1 Corpus-based Study of L2 Writing Aboard
2.2.1.1 Corpus-based Studies on Lexical Features
2.2.1.2 Corpus-based Studies on Syntactic Features
2.2.1.3 Corpus-based Studies on Textual Features
2.2.2 Corpus-based Study of L2 Writing at Home
2.2.2.1 Corpus-based Studies on Lexical Features
2.2.2.2 Corpus-based Studies on Syntactic Features
2.2.2.3 Corpus-based Studies on Textual Features
2.2.3 Summary
Chapter Three THEORY and METHODOLOGY
3.1 Sapir-Whorf Hypothesis
3.1.1 Introduction of Sapir-Whorf Hypothesis
3.1.1.1 Linguistic Determinism
3.1.1.2 Linguistic Relativity
3.1.2 Application of Sapir–Whorf Hypothesis
3.2 Research Questions
3.3 ICNALE Corpus
3.4 Data Collection
3.5 Data Analysis
3.5.1 Identification of Sentence Patterns
3.5.2 Research Instruments
3.5.3 Research Procedures
Chapter Four RESULTS and DISCUSSION
4.1 Overall Results of Sentence Types in Sino-US College Students’Writings
4.2 Detailed Results of Sentence Types in Sino-US College Students’Writings
4.2.1 Results of Specific Sentence Types in Sino-US College Students’Writings
4.2.1.1 Simple Sentence Types
4.2.1.2 Compound Sentence Types
4.2.1.3 Complex and Compound-complex Sentence Types
4.2.2 Distribution and Length in Sino-US College Students’Writings
4.2.3 Clause Types in Sino-US College Students’Writings
4.2.3.1 Distribution of the Adverbial Clause in Sino-US Corpora
4.2.3.2 Distribution of the Object Clause in Sino-US Corpora
4.2.3.3 Distribution of the Attributive Clause in Sino-US Corpora
4.2.4 Use of Predicate Verbs in Sino-US College Students’Writings
4.2.5 Use of Special Sentence Patterns in Sino-US College Students’Writings
4.2.5.1“There be”Sentence Structure
4.2.5.2 Passive Sentence Structure
4.2.5.3 Extraposition Sentence Structure
4.2.5.4 Summary
4.3 Discussion of Reasons for Similarities and Differences
4.3.1 Reasons for Similar Sentence Types of NS and NNS
4.3.1.1 Most Commonly-used Sentence Patterns
4.3.1.2 Similarities in Language Structures
4.3.2 Reasons for Different Sentence Types of NS and NNS
4.3.2.1 Psychological Mechanism
4.3.2.2 Differences in Thinking Modes
4.3.2.3 Influence of L1
Chapter Five CONCLUSION
5.1 Major Findings of the Present Study
5.2 Implications
5.2.1 Implications for Learners
5.2.2 Implications for Teachers
5.3 Limitations and Suggestions for Further Study
References
Publications
【參考文獻(xiàn)】：
期刊論文
[1]基于語(yǔ)料庫(kù)的中學(xué)英語(yǔ)學(xué)習(xí)者寫(xiě)作句法復(fù)雜性變化研究[J]. 李夢(mèng)驍,劉永兵. 東北師大學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2016(01)
[2]大數(shù)據(jù)時(shí)代的大學(xué)英語(yǔ)寫(xiě)作教學(xué)改革[J]. 王海嘯. 現(xiàn)代遠(yuǎn)程教育研究. 2014(03)
[3]寫(xiě)作自動(dòng)評(píng)價(jià)系統(tǒng)在大學(xué)英語(yǔ)教學(xué)中的應(yīng)用研究[J]. 唐錦蘭,吳一安. 外語(yǔ)與外語(yǔ)教學(xué). 2012(04)
[4]基于語(yǔ)料庫(kù)的引述動(dòng)詞研究及其對(duì)英語(yǔ)寫(xiě)作教學(xué)的啟示[J]. 陳建林. 外語(yǔ)界. 2011(06)
[5]非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)作文中介詞IN的語(yǔ)義使用情況——一項(xiàng)基于語(yǔ)料庫(kù)的研究[J]. 許夢(mèng)卿,程曉堂. 外語(yǔ)與外語(yǔ)教學(xué). 2011(05)
[6]非英語(yǔ)專業(yè)學(xué)生寫(xiě)作中的詞匯錯(cuò)誤分析——一項(xiàng)基于語(yǔ)料庫(kù)的研究[J]. 何華清. 外語(yǔ)界. 2009(03)
[7]漢英民族思維方式對(duì)英漢句式的影響[J]. 喬小六. 外語(yǔ)研究. 2007(01)
[8]非英語(yǔ)專業(yè)研究生寫(xiě)作中連接詞用法的語(yǔ)料庫(kù)調(diào)查[J]. 潘璠,馮躍進(jìn). 現(xiàn)代外語(yǔ). 2004(02)
[9]中國(guó)大學(xué)英語(yǔ)寫(xiě)作教學(xué)的突破口——《同題·互評(píng)·共進(jìn):中美同題英語(yǔ)作文分析與比較》的編寫(xiě)思路[J]. 周領(lǐng)順. 外國(guó)語(yǔ)言文學(xué). 2003(04)
[10]中國(guó)英語(yǔ)學(xué)習(xí)者與本族語(yǔ)學(xué)生寫(xiě)作中HAVE用法比較[J]. 楊貝. 外語(yǔ)教學(xué). 2003(02)
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