發(fā)布時(shí)間：2018-04-26 08:56

  本文選題：母語負(fù)遷移 + 英語寫作��； 參考：《廣州大學(xué)》2016年碩士論文

【摘要】：自19世紀(jì)末以來,母語遷移一直是二語習(xí)得研究的一個中心問題。母語遷移是指在二語習(xí)得中學(xué)習(xí)者的母語對所學(xué)目標(biāo)語的影響。母語遷移分為正遷移和負(fù)遷移,正遷移促進(jìn)外語學(xué)習(xí),而負(fù)遷移則阻礙外語學(xué)習(xí)。對于母語負(fù)遷移的分析研究也經(jīng)歷了對比分析理論,錯誤分析理論和中介語理論等階段,進(jìn)一步完善了人們對母語遷移現(xiàn)象的理解,同時(shí)也促進(jìn)了外語教學(xué)的發(fā)展。寫作是衡量語言水平的綜合體現(xiàn),也是母語負(fù)遷移最明顯的語言導(dǎo)出形式。因此筆者希望通過對母語負(fù)遷移為什么會使高中生在英語寫作中犯錯誤這一現(xiàn)象進(jìn)行研究從而探討出有利于學(xué)生英語學(xué)習(xí)的有效方法,減少高中生在英語寫作中由母語負(fù)遷移影響而產(chǎn)生的錯誤,提高英語寫作水平。本研究以廣州大學(xué)附屬東江中學(xué)的兩個廣附班一個實(shí)驗(yàn)班的122名同學(xué)作為研究對象,通過寫作樣本收集,問卷調(diào)查,訪談三個方式來進(jìn)行數(shù)據(jù)收集。在對比分析,錯誤分析,中介語理論的指導(dǎo)下對數(shù)據(jù)進(jìn)行了分類,統(tǒng)計(jì),分析。研究結(jié)果表明高中生英語寫作中三分之二的錯誤都受到了母語的影響。母語負(fù)遷移的影響主要表現(xiàn)在語法形態(tài)的負(fù)遷移,詞匯的負(fù)遷移,句法的負(fù)遷移以及語篇負(fù)遷移。其中句法層面的負(fù)遷移最為嚴(yán)重。母語之所以會對高中生的英語寫作產(chǎn)生如此嚴(yán)重的負(fù)遷移影響,可以從三個方面來分析。第一,是中文和英文屬于不同的語系,母語與目標(biāo)語的距離太遠(yuǎn)且英語自身的復(fù)雜性等原因的影響下,高中生在英語寫作中很大程度上受到了母語負(fù)遷移影響。第二,由于課程內(nèi)容太多,很多老師對于英語寫作教學(xué)的重視程度不夠沒有及時(shí)提醒糾正學(xué)生因母語負(fù)遷移而產(chǎn)生的錯誤。所以學(xué)生容易受到母語負(fù)遷移的影響。第三,在學(xué)生學(xué)習(xí)英語之前,他們已經(jīng)有一個完整的母語體系,而且生活在純母語的環(huán)境中的他們?nèi)狈ψ銐虻哪繕?biāo)語輸入。研究最后就高中生英語寫作中母語負(fù)遷移的研究發(fā)現(xiàn)對外語教學(xué)提出了幾點(diǎn)建議,期望能幫助高中生在寫作中減少母語遷移,提高寫作水平。
[Abstract]:Mother tongue transfer has been a central issue in second language acquisition since the end of the 19 th century. Mother tongue transfer refers to the influence of the learner's mother tongue on the target language in second language acquisition. Mother tongue transfer includes positive transfer and negative transfer, positive transfer promotes foreign language learning, and negative transfer hinders foreign language learning. The analysis of negative transfer of mother tongue has gone through the stages of contrastive analysis theory, error analysis theory and interlanguage theory, which has further improved people's understanding of the phenomenon of mother tongue transfer and promoted the development of foreign language teaching. Writing is not only a comprehensive reflection of language proficiency, but also the most obvious form of language derivation from negative transfer of mother tongue. Therefore, the author hopes to study the reasons why the negative transfer of mother tongue makes senior high school students make mistakes in English writing so as to explore the effective methods that are beneficial to students' English learning. To reduce the errors caused by the negative transfer of mother tongue in high school students' English writing and improve their English writing level. In this study, 122 students from two experimental classes in Dongjiang Middle School affiliated to Guangzhou University were selected as the research objects. The data were collected through writing sample collection, questionnaire survey and interview. Under the guidance of contrastive analysis, error analysis and interlanguage theory, the data are classified, counted and analyzed. The results show that 2/3 of the errors in high school students' English writing are influenced by their mother tongue. The influence of negative transfer of mother tongue is mainly reflected in negative transfer of grammatical form, negative transfer of vocabulary, negative transfer of syntax and negative transfer of text. The negative transfer at syntactic level is the most serious. The influence of mother tongue on high school students' English writing can be analyzed from three aspects. First, Chinese and English belong to different languages, the distance between the mother tongue and the target language is too far and the complexity of the English language, and so on, the high school students are greatly influenced by the negative transfer of mother tongue in English writing. Second, because of the content of the curriculum, many teachers do not pay enough attention to the teaching of English writing and do not remind students to correct the mistakes caused by the negative transfer of their mother tongue. So students are vulnerable to negative transfer of their mother tongue. Third, before students learn English, they already have a complete native language system, and they lack sufficient target language input for living in a pure native language environment. At the end of the study, some suggestions on the negative transfer of mother tongue in senior high school students' English writing are put forward, which are expected to help them reduce the transfer of their mother tongue and improve their writing level.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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本文編號：1805331