隨著高考英語(yǔ)寫作題型與分值的變化,英語(yǔ)寫作受到了越來(lái)越多的關(guān)注,同時(shí)說(shuō)明課程設(shè)計(jì)也需要有更高的標(biāo)準(zhǔn)。教師除了糾正學(xué)生的語(yǔ)法錯(cuò)誤,還需要在各種任務(wù)中激發(fā)學(xué)生輸出標(biāo)準(zhǔn)的英語(yǔ)。然而,大多數(shù)高中生在實(shí)際寫作中出現(xiàn)了中式英語(yǔ),這顯然成為了提高他們英語(yǔ)寫作水平的障礙。因此,更新中學(xué)英語(yǔ)寫作中式化傾向的研究方法勢(shì)在必行。語(yǔ)料庫(kù)研究方法雖已廣泛應(yīng)用高等教育層次的語(yǔ)言教學(xué),然而卻很少出現(xiàn)在中學(xué)教學(xué)中。加之,用語(yǔ)料庫(kù)檢索工具探究與分析中式英語(yǔ)的研究更是鳳毛麟角。因此,本文試圖通過(guò)以下三個(gè)研究問(wèn)題來(lái)彌補(bǔ)這些研究鄰域的空白:1.高中英語(yǔ)寫作中式化傾向的主要類型有哪些?2.基于語(yǔ)料庫(kù)的教學(xué)模式對(duì)高中英語(yǔ)寫作中弱化中式化傾向有何促進(jìn)作用?3.基于語(yǔ)料庫(kù)的真實(shí)語(yǔ)料教學(xué)對(duì)高中英語(yǔ)寫作教學(xué)有何指導(dǎo)作用?針對(duì)這些研究問(wèn)題,本文應(yīng)用語(yǔ)料庫(kù)與對(duì)比中介語(yǔ)分析的方法將英國(guó)國(guó)家語(yǔ)料庫(kù)檢索數(shù)據(jù)與學(xué)生作文檢索數(shù)據(jù)進(jìn)行對(duì)比。依據(jù)翻譯共性假說(shuō),發(fā)現(xiàn)了中式英語(yǔ)中存在許多共性特征,如簡(jiǎn)化、明晰化和標(biāo)準(zhǔn)化等�；谶@些特征,從語(yǔ)言遷移的角度分析了中式英語(yǔ)產(chǎn)生的原因;在定量與定性分析的基礎(chǔ)上,提出了一系列策略來(lái)幫助學(xué)生識(shí)別這些中式英語(yǔ)的特征,并引導(dǎo)... 

【文章來(lái)源】：渤海大學(xué)遼寧省

【文章頁(yè)數(shù)】：83 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Acronyms
Chapter One Introduction
    1.1 Research background
    1.2 The status of English writing in senior high schools
    1.3 Significance for the research
    1.4 Chapter overview
Chapter Two Literature Review
    2.1 Corpus
    2.2 Chinglish
    2.3 Theoretical basis
        2.3.1 Connectionism
        2.3.2 Input and Output Theory
        2.3.3 Language Transfer Theory
        2.3.4 Contrastive Analysis Theory
    2.4 Previous corpus-based studies on Chinglish tendency in teaching English writing
        2.4.1 Previous studies on Corpora involving Chinglish
        2.4.2 Previous corpus-based studies in English pedagogy
    2.5 Theoretical framework of the present research
Chapter Three Research Design
    3.1 Research questions
    3.2 Research methodology:corpus linguistics(CL)
    3.3 Research method:Contrastive Interlanguage Analysis(CIA)
    3.4 Research participants
    3.5 Corpora employed in this study
        3.5.1 BNC data
        3.5.2 Learners’corpus(Students’compositions)
    3.6 Software tools employed in this study
        3.6.1 AntConc
        3.6.2 Corpus tagged tool:CLAWS4
        3.6.3 Data extraction tools:WordSmith4.0,AntConc3.5.7.0
        3.6.4 Data analysis tool:Chi-square and Log-likelihood Calculator1.0
    3.7 The process of data retrieval
Chapter Four Construction of Writing Corpus and Corpus-based Teaching Design inSenior High Schools
    4.1 Self-built writing corpus based on standard English
        4.1.1 Text type
        4.1.2 Purpose and feasibility
    4.2 Corpus-based English writing teaching design
        4.2.1 The procedures of implementing the corpus-based writing teaching mode
        4.2.2 A case study of the corpus-based teaching mode in English writing teaching
Chapter Five Data Analysis and Result
    5.1 Corpus-based contrastive analysis between native and non-native corpus:Features of Chinglishtendency
        5.1.1 Simplification
        5.1.2 Explicitation
        5.1.3 Normalization
    5.2 Corpus-based contrastive analysis of learner corpus before and after teaching:Categories ofweakening of Chinglish tendency
        5.2.1 Simplification
        5.2.2 Explicitation
        5.2.3 Normalization
Chapter Six Discussion
    6.1 Factors contributing to Chinglish
    6.2 The guiding role of corpus-based teaching in writing
Chapter Seven Conclusion
    7.1 Major findings
    7.2 Limitations
    7.3 Theoretical implications
        7.3.1 Practical implication
        7.3.2 Pedagogical implication
    7.4 Suggestions for future research
References
List of Appendices
Acknowledgements
The list of the research papers published by author



本文編號(hào)：3440789