對于大多數(shù)高中生來說,英語寫作中動詞的使用錯誤現(xiàn)象五花八門,嚴重影響著學生整體英語水平的提高。動詞是英語句子中最核心的成分之一,但是目前大多數(shù)動詞錯誤研究主要是以大學生的寫作文本為研究對象,因此有必要對高中學生英語寫作中動詞使用情況進行研究以更好地了解高中生英語寫作中動詞的習得狀況。本研究目的在于運用中介語理論,錯誤分析理論,對收集的四川省巴中市某中學高二年級第二學期期末考試中不同英語寫作水平學生的225份寫作樣本進行統(tǒng)計分析。依據(jù)中國學習者英語語料庫中動詞錯誤類型的標準,利用語料庫軟件Ant Cont3.23RC2w對樣本中的動詞錯誤進行統(tǒng)計分析后再利用SPSS對各類動詞錯誤進行頻數(shù)分析和方差分析。結(jié)合數(shù)據(jù)分析的結(jié)果與調(diào)查問卷和訪談的結(jié)果,本研究試圖回答以下三個問題:1.高中學生英語寫作中動詞錯誤頻率如何?2.不同寫作水平高中生在英語寫作中動詞錯誤頻率上是否存在差異?如果有,主要在哪些方面?3.影響高中生英語寫作中動詞錯誤的因素有哪些?通過對數(shù)據(jù)分析發(fā)現(xiàn):首先,與其他學者對大學生寫作中動詞錯誤的研究結(jié)果相比較,高中學生寫作中動詞錯誤頻數(shù)高于10%的動詞錯誤數(shù)更多,在本研究中主謂一致錯... 

【文章來源】：西華師范大學四川省

【文章頁數(shù)】：87 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Verb errors
    2.2 Theoretical Foundation
        2.2.1 Interlanguage Theory
        2.2.2 Error Analysis Theory
    2.3 Research Status of Verb Errors at Home and Abroad
        2.3.1 Research on Verb Errors Abroad
        2.3.2.Research on Verb Errors in China
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Ant Conc3.2.3RC2w
        3.3.2SPSS22.0
        3.3.3 Questionnaire
        3.3.4 Interview
    3.4 Research Procedures
        3.4.1 Sample Collection
        3.4.2 Sample Input
        3.4.3 Identification and Corpus Encoding of Verb Errors
        3.4.4 The Retrieval and Analysis of Verb Errors
        3.4.5 Questionnaire for Students
        3.4.6 Interview with Students
    3.5 Data Collection
Chapter Four Results and Discussion
    4.1 Types and Rate Distribution of Verb Errors
        4.1.1 Agreement Error
        4.1.2 Finite Error
        4.1.3 Set Phrase Error
        4.1.4 Tense Error
        4.1.5 Non-finite Error
        4.1.6 Pattern Error
        4.1.7 Modal Error
        4.1.8 Voice Error
        4.1.9 Mood Error
        4.1.10 Discussion
    4.2 Comparison of Verb Errors among Students at Different Writing Levels
        4.2.1 Comparison of Agreement Errors
        4.2.2 Comparison of Finite Errors
        4.2.3 Comparison of Set Phrase Errors
        4.2.4 Comparison of Tense Errors
        4.2.5 Comparison of Non-finite Errors
        4.2.6 Comparison of Pattern Errors
        4.2.7 Comparison of Modal Errors
        4.2.8 Comparison of Voice Errors
        4.2.9 Comparison of mood Errors
        4.2.10 Discussion
    4.3 Analysis and Discussion of Questionnaire
        4.3.1 Reliability and Validity Analysis of the Questionnaire
        4.3.2 Analysis and Discussion of Questionnaire Data
    4.4 Analysis and Discussion of Students’Interview Results
    4.5 Factors Affecting Verb Errors in Students’English Writing
        4.5.1 Interlingual Transfer
        4.5.2 Intralingual Transfer
        4.5.3 Students’Emotional Attitude towards English Writing
        4.5.4 Students’Learning Strategies in English Writing
        4.5.5 Students’English Knowledge Level
Chapter Five Conclusion
    5.1 The Main Findings
    5.2 Pedagogical Implications
        5.2.1 Strengthen the Training of Agreement Errors
        5.2.2 Apply Differentiated Teaching for Different Verb Errors
        5.2.3 Cultivate Students’Interests
        5.2.4 Urge Students to Develop Learning Habits
        5.2.5 Build A Small Corpus and Strengthen Error-correction Training
    5.3 Limitations and Suggestions
References
Appendixes
    Appendix A
    Appendix B
    Appendix C
    Appendix D
    Appendix E
Acknowledgements



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