本文選題：維吾爾族高中生 + 語(yǔ)言遷移��； 參考：《伊犁師范學(xué)院》2017年碩士論文

【摘要】：隨著經(jīng)濟(jì)全球化和世界一體化的逐步形成,英語(yǔ)已經(jīng)成為了國(guó)際官方通用語(yǔ),很多國(guó)家早已把英語(yǔ)作為必修科目,而中國(guó)也不例外。隨著英語(yǔ)的普及,中國(guó)少數(shù)民族地區(qū)逐漸形成了三語(yǔ)教學(xué)環(huán)境。筆者所在地區(qū)為新疆少數(shù)民族聚集地,少數(shù)民族學(xué)生眾多,特別是維吾爾族,而作為一名高中英語(yǔ)教師,筆者在眾多維吾爾族民考民高中生的英語(yǔ)寫(xiě)作中發(fā)現(xiàn),由于維吾爾族語(yǔ)言結(jié)構(gòu)特點(diǎn),維吾爾族學(xué)生大多會(huì)受到母語(yǔ)(維語(yǔ))的負(fù)遷移作用從而產(chǎn)生句法錯(cuò)誤,所以為了減少錯(cuò)誤的發(fā)生,維吾爾族學(xué)生們通常會(huì)利用漢語(yǔ)對(duì)于英語(yǔ)寫(xiě)作句法方面的正遷移,來(lái)幫助自己學(xué)習(xí)英語(yǔ)寫(xiě)作。再者,漢語(yǔ)從句法層面來(lái)說(shuō),與英語(yǔ)存在更多的共性,例如:句子都包含主、謂、賓、定、狀、補(bǔ)結(jié)構(gòu),句子語(yǔ)序都為S+V、S+V+O等。還必須提及的是句法是寫(xiě)作中的一大重點(diǎn),想要提高英語(yǔ)寫(xiě)作成績(jī),少數(shù)民族學(xué)生就必須掌握好句法。除此之外,筆者還發(fā)現(xiàn)少數(shù)民族學(xué)生與漢族學(xué)生在句法方面雖然存在著差異,但民考民高中生在少數(shù)民族學(xué)校內(nèi)都開(kāi)設(shè)了漢語(yǔ)課,故他們能夠較好的掌握和運(yùn)用漢語(yǔ),這就為維吾爾族高中生利用漢語(yǔ)正遷移幫助自己進(jìn)行英語(yǔ)寫(xiě)作學(xué)習(xí)提供了基礎(chǔ)條件,所以筆者以《L2(漢語(yǔ))對(duì)伊犁維吾爾族高一學(xué)生L3(英語(yǔ))寫(xiě)作中句法運(yùn)用的正遷移》為研究選題,以伊寧市新源縣第二中學(xué)高一年級(jí)的民考民維吾爾族學(xué)生為研究對(duì)象,以“三語(yǔ)習(xí)得理論”、“語(yǔ)言遷移理論”、和“對(duì)比分析假設(shè)原理”為理論依據(jù),通過(guò)學(xué)生作文分析,調(diào)查問(wèn)卷以及訪談,去發(fā)現(xiàn)并回答以下兩個(gè)問(wèn)題:1.高一維吾爾族學(xué)生漢語(yǔ)寫(xiě)作成績(jī)和英語(yǔ)寫(xiě)作成績(jī)之間存在什么關(guān)系?2.根據(jù)這種關(guān)系,伊犁維吾爾族高一民考民學(xué)生在進(jìn)行英語(yǔ)寫(xiě)作學(xué)習(xí)時(shí)是否會(huì)借助其L2(漢語(yǔ))的句法模式?在理論分析和實(shí)證研究的基礎(chǔ)之上,筆者結(jié)合Spass17.0軟件以及Excel表格為工具將作文結(jié)果,問(wèn)卷調(diào)查及訪談內(nèi)容進(jìn)行分析與總結(jié),從而得出以下結(jié)論:1.民考民維吾爾族學(xué)生的漢語(yǔ)寫(xiě)作水平與英語(yǔ)寫(xiě)作水平呈正相關(guān)。因此,教師應(yīng)該利用二語(yǔ)(漢語(yǔ))的正遷移來(lái)幫助維吾爾族學(xué)生提高他們的英語(yǔ)寫(xiě)作能力,特別是在語(yǔ)法方面。2.由于漢語(yǔ)與英語(yǔ)具有較為相似的句法結(jié)構(gòu),所以維吾爾族高一學(xué)生在學(xué)習(xí)英語(yǔ)時(shí)會(huì)借助于L2(漢語(yǔ))的句法模式。在進(jìn)行英語(yǔ)寫(xiě)作時(shí),維吾爾族學(xué)生通常會(huì)用到漢語(yǔ)思維去思考句子。最后,作者提出相關(guān)教學(xué)啟示:作為少數(shù)民族地區(qū)的英語(yǔ)教師,應(yīng)當(dāng)積極地引導(dǎo)少數(shù)民族學(xué)生們?nèi)グl(fā)現(xiàn)語(yǔ)言間的相通性,并在今后的英語(yǔ)寫(xiě)作教學(xué)中利用維吾爾族高中生L2(漢語(yǔ))對(duì)L3(英語(yǔ))的正遷移作用去幫助維吾爾族高中生提高自己在句法方面的寫(xiě)作能力,從而促進(jìn)維吾爾族高中生的英語(yǔ)寫(xiě)作學(xué)習(xí)。
[Abstract]:With the development of economic globalization and the integration of the world, English has become the official language of the world. Many countries have long taken English as a compulsory subject, and China is no exception. With the popularization of English, the trilingual teaching environment has gradually formed in the minority areas of China. As an English teacher in senior high school, the author found that as a senior high school English teacher, the author found that many senior high school students of Uygur nationality had written in English. Because of the characteristics of Uygur language structure, most Uygur students suffer from negative transfer of their mother tongue (Uygur language) and thus produce syntactic errors, so in order to reduce the occurrence of errors, Uyghur students often use the positive syntactic transfer of Chinese for English writing to help them learn English writing. Moreover, there are more similarities between Chinese and English at syntactic level. For example, sentences contain subject, predicate, object, definite, character, complement structure, sentence word order and so on. It must also be mentioned that syntax is one of the most important points in writing. To improve English writing, minority students must master syntax well. In addition, the author also found that although there are differences in syntax between minority students and Han students, Chinese courses are offered in minority schools by senior high school students, so they can master and use Chinese better. This provides a basic condition for Uygur high school students to use the positive transfer of Chinese to help them learn English writing. Therefore, the author chooses < L2 (Chinese) as the topic of the study on the positive transfer of syntactic usage in the writing of L3 (English) among the Uygur students of Yili Uygur nationality, and takes the Minkao and Minmin Uygur students in the second Middle School of Xinyuan County, Yining City, as the research objects. Based on the theories of "third language acquisition Theory", "language transfer Theory" and "the principle of Contrastive Analysis hypothesis", this paper tries to find and answer the following two questions: 1: 1 through students' composition analysis, questionnaire and interviews. What is the relationship between the Chinese writing achievement and the English writing achievement of the first grade Uygur students? According to this relationship, will the students of Yili Uygur nationality Gaoyimin learn English writing with the help of their L2 (Chinese) syntactic pattern? On the basis of theoretical analysis and empirical research, the author analyzes and summarizes the composition results, questionnaires and interviews with Spass17.0 software and Excel form, and draws the following conclusion: 1. There is a positive correlation between Chinese writing level and English writing level of Uygur students. Therefore, teachers should use the positive transfer of second language (Chinese) to help Uygur students improve their English writing ability, especially in grammar. Because of the similar syntactic structure between Chinese and English, Uygur high school students learn English with the help of L2 (Chinese) syntactic pattern. When writing in English, Uighur students usually use Chinese thinking to think about sentences. Finally, the author puts forward some relevant teaching implications: as English teachers in minority areas, we should actively guide minority students to find out the similarities between languages. The positive transfer of L2 (Chinese) to L3 (English) in Uygur senior high school students will be used to help Uyghur high school students to improve their writing ability in syntactic aspects in the future English writing teaching. In order to promote Uygur high school students' English writing learning.
【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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