【摘要】：在語(yǔ)言五項(xiàng)基本技能中,寫(xiě)作是一種重要的語(yǔ)言輸出方式。然而,中國(guó)高中生英語(yǔ)寫(xiě)作能力欠佳,他們?cè)谧魑闹薪?jīng)常犯各類(lèi)錯(cuò)誤。雖然錯(cuò)誤在二語(yǔ)學(xué)習(xí)中不可避免,使得教師和學(xué)生困惑不己,但是錯(cuò)誤不僅能夠幫助教師認(rèn)清學(xué)生對(duì)英語(yǔ)知識(shí)的掌握情況,從而針對(duì)性地改進(jìn)教學(xué),而且還能幫助學(xué)生反思自己的學(xué)習(xí)方法。因此,研究學(xué)生英語(yǔ)寫(xiě)作中的錯(cuò)誤是非常有意義的。本研究以對(duì)比分析理論、錯(cuò)誤分析理論和中介語(yǔ)理論為基礎(chǔ),使用文本分析法,對(duì)82篇高一學(xué)生英語(yǔ)作文中出現(xiàn)的錯(cuò)誤進(jìn)行定量和定性分析,旨在回答以下三個(gè)問(wèn)題：(1)高一學(xué)生英語(yǔ)作文中有哪些錯(cuò)誤?其中哪些錯(cuò)誤類(lèi)型最常見(jiàn)?(2)學(xué)生英語(yǔ)作文錯(cuò)誤分布存在哪些組間差異?①文科組和理科組在錯(cuò)誤分布上呈現(xiàn)什么樣的差異?②高分組與低分組在錯(cuò)誤分布上呈現(xiàn)什么樣的差異?(3)高中生作文中出現(xiàn)這些錯(cuò)誤的原因有哪些?通過(guò)對(duì)學(xué)生作文中的錯(cuò)誤按照確立的標(biāo)準(zhǔn)進(jìn)行分類(lèi)分析發(fā)現(xiàn)：(1)在82篇英語(yǔ)作文中的912個(gè)錯(cuò)誤中,按照錯(cuò)誤出現(xiàn)頻率從高到低排序依次為：語(yǔ)法錯(cuò)誤、本體錯(cuò)誤、詞匯錯(cuò)誤和語(yǔ)篇錯(cuò)誤。(2)組間差異表現(xiàn)為：①文科組和理科組在本體錯(cuò)誤、語(yǔ)法錯(cuò)誤和語(yǔ)篇錯(cuò)誤上存在顯著差異,而在詞匯錯(cuò)誤上無(wú)明顯差異。具體而言,文科生對(duì)英文標(biāo)點(diǎn)符號(hào)的運(yùn)用不如理科生,但是他們更擅長(zhǎng)記單詞、準(zhǔn)確變換名詞單復(fù)數(shù)形式以及用地道的英語(yǔ)表達(dá)觀點(diǎn)。②高分組和低分組在本體錯(cuò)誤和語(yǔ)法錯(cuò)誤上存在顯著差異,而在詞匯錯(cuò)誤和語(yǔ)篇錯(cuò)誤上差異不顯著。具體而言,低分組的學(xué)生更容易在標(biāo)點(diǎn)符號(hào)和名詞單復(fù)數(shù)形式上出錯(cuò)。另外,對(duì)作文分?jǐn)?shù)產(chǎn)生直接影響的是錯(cuò)誤類(lèi)型,而不是錯(cuò)誤數(shù)量。(3)高中生英語(yǔ)作文中出現(xiàn)錯(cuò)誤的原因主要包括三個(gè)方面,即：母語(yǔ)的負(fù)遷移、目標(biāo)語(yǔ)的影響、英語(yǔ)學(xué)習(xí)環(huán)境的影響。其中,母語(yǔ)的負(fù)遷移包括母語(yǔ)標(biāo)點(diǎn)符號(hào)、詞匯、語(yǔ)法和文化等方面的負(fù)遷移；目標(biāo)語(yǔ)的影響包括過(guò)度概括、規(guī)則限制的忽視、規(guī)則的不完全運(yùn)用、錯(cuò)誤概念假設(shè)及交際策略的使用；英語(yǔ)學(xué)習(xí)環(huán)境的影響包括英語(yǔ)教師對(duì)知識(shí)的講解不清晰、運(yùn)用的教學(xué)方法不恰當(dāng)、教材編排不合理等。
[Abstract]:Among the five basic language skills, writing is an important way of language output. However, Chinese high school students' English writing ability is poor, they often make all kinds of mistakes in the composition. Although mistakes are inevitable in second language learning, teachers and students are confused, but errors can not only help teachers understand the students' knowledge of English, but also improve the teaching accordingly. It can also help students to reflect on their own learning methods. Therefore, it is very meaningful to study students' errors in English writing. Based on contrastive analysis theory, error analysis theory and interlanguage theory, this study uses text analysis to analyze quantitatively and qualitatively 82 errors in senior one students' English compositions. The purpose of this paper is to answer the following three questions: (1) what are the mistakes in the English composition of Senior one students? Which types of errors are the most common? (2) what are the differences in the distribution of errors in students' English composition? (1) what are the differences in the error distribution between the liberal arts group and the science group? (2) the difference between the high score group and the low group in the error distribution. (3) what are the reasons for these errors in high school students' compositions? By classifying and analyzing the errors in students' compositions according to the established standards, it is found that (1) among the 912 errors in 82 English compositions, the order of error occurrence frequency from high to low is grammatical error and ontological error; (2) the differences between the two groups are as follows: (1) there are significant differences in Noumenon errors, grammatical errors and textual errors between the liberal arts group and the science group, but there is no significant difference in lexical errors. Specifically, liberal arts students do not use English punctuation as well as science students, but they are better at memorizing words. 2 there are significant differences between high score group and low group in ontology error and grammatical error, but there is no significant difference in lexical error and text error. In particular, low-group students are more likely to make mistakes in punctuation and noun plural forms. In addition, it is the type of errors, not the number of errors, that has a direct impact on the score of the composition. (3) the reasons for the errors in the English composition of senior high school students mainly include three aspects: the negative transfer of their mother tongue and the influence of the target language. The influence of English learning environment. The negative transfer of mother tongue includes punctuation, vocabulary, grammar and culture. The effects of the target language include overgeneralization, neglect of rules, incomplete use of rules, false conceptual assumptions and the use of communicative strategies. The influence of English learning environment includes English teachers' unclear explanation of knowledge, inappropriate teaching methods and unreasonable arrangement of teaching materials.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：2417134