农村高中英语写作错误归类与成因研究
|
摘要
本文旨在研究农村高中生英语写作中的错误类型、成因、师生们对写作错误的看法以及今后农村高中英语写作教学采取的对策。为此,本人在农村高中进行了调查研究。
首先,从该校600名学生中抽取他们的日记、英语试卷中的书面表达、平时的作文,作为研究资料。
其次,运用错误分析法并结合调查数据将学生写作中的错误从三个方面进行归类,即:词汇错误、语法错误、语篇错误,并在此基础上再归类。
再次,以错误分析、对比分析、中介语理论为基石,以调查数据为依据,从不同角度探讨了错误的原因,语际错误和语内错误是农村高中生英语写作中的错误主要原因。
最后,对今后农村高中英语写作教学提出了相应的纠错策略和教学对策。
The thesis aims at an investigation into students' errors or mistakes in their English writing. Those students interviewed in the survey are studying at high school in rural areas. Through the investigation, the paper tries to answer the following four questions faced by English teachers and their students from a high school in the countryside. The first question is what types of errors are made by those students; the second one is what the causes of their errors are; the third one is how local English teachers as well as their students treat students' errors in their writing; and the last one is what English teachers and their students should do with students' errors.
With these questions, the author of the paper takes several steps to conduct the investigate students' errors which are committed by these students in the writing.
Step one Choose 6,00 students' English writing from their daily composition, diary, exams, etc. what is more, the opinions English teachers and their students hold about students' errors are noted down through the questionnaires and interview.
Step Two Group students' errors based on the date from the investigation and on the application of error analysis students' errors can be divided into three categories, namely errors of vocabulary, grammar as well as texts from which specific errors are grouped.
Step Three The causes of errors in students' English writing are stated from different aspects by apply the theories of analysis, error analysis and interlanguage. The research shows that it is Intralingual transfer and Interlingual transfer that get students to make errors in their English writing.
Step Four Some strategies and teaching methods are recommended to help students and teachers with their writing and composition teaching.
首先,从该校600名学生中抽取他们的日记、英语试卷中的书面表达、平时的作文,作为研究资料。
其次,运用错误分析法并结合调查数据将学生写作中的错误从三个方面进行归类,即:词汇错误、语法错误、语篇错误,并在此基础上再归类。
再次,以错误分析、对比分析、中介语理论为基石,以调查数据为依据,从不同角度探讨了错误的原因,语际错误和语内错误是农村高中生英语写作中的错误主要原因。
最后,对今后农村高中英语写作教学提出了相应的纠错策略和教学对策。
The thesis aims at an investigation into students' errors or mistakes in their English writing. Those students interviewed in the survey are studying at high school in rural areas. Through the investigation, the paper tries to answer the following four questions faced by English teachers and their students from a high school in the countryside. The first question is what types of errors are made by those students; the second one is what the causes of their errors are; the third one is how local English teachers as well as their students treat students' errors in their writing; and the last one is what English teachers and their students should do with students' errors.
With these questions, the author of the paper takes several steps to conduct the investigate students' errors which are committed by these students in the writing.
Step one Choose 6,00 students' English writing from their daily composition, diary, exams, etc. what is more, the opinions English teachers and their students hold about students' errors are noted down through the questionnaires and interview.
Step Two Group students' errors based on the date from the investigation and on the application of error analysis students' errors can be divided into three categories, namely errors of vocabulary, grammar as well as texts from which specific errors are grouped.
Step Three The causes of errors in students' English writing are stated from different aspects by apply the theories of analysis, error analysis and interlanguage. The research shows that it is Intralingual transfer and Interlingual transfer that get students to make errors in their English writing.
Step Four Some strategies and teaching methods are recommended to help students and teachers with their writing and composition teaching.
引文
[1]束定芳、庄智象.《现代外语教学》[M].上海:上海外语教育出版社,1996.P26-31.
[2]束定芳、庄智象.《现代外语教学》[M].上海:上海外语教育出版社,1996.P23.
[1]束定芳、庄智象.《现代外语教学》[M].上海:上海外语教育出版社,1996.P60.
[2]Corder,S.P.The significance of learners,errors[M].National Reviews of applied Linguistics,1967.
[3]Elli,Rod.The study of Second Language Acquisition[M].Oxford University Press,1980.P8.
[4]Elli,Rod.The study of Second Language Acquisition[M].Oxford University Press,1980.P18.
[5]胡壮麟.《语言学教程》[M],北京:北京大学出版社,2002.8.P293.
[1]Corder,S.P.The significance of learners,errors[J].National Reviews of applied Linguistics,1967.P18.
[2]Corder,S.P.The significance of learners,errors[J].National Reviews of applied Linguistics,1967.P21.
[1]王蔷.《英语学科教学理论与实践》[M].合肥:安徽教育出版社,2003.8.p42.
[1]许余龙.《对比语一言学概论》[M].上海:外语教育出版社,1992.p308.
[2]王蔷.《英语学科教学理论与实践》[M].合肥:安徽教育出版社,2003.8.p48-52.
[1]Littlewood,W.T.Foreign and Second Language Learning.Cambridge:Cambridge University Press.1984.p22.
[2]Selinker,L.Language Transfer.General Linguistics.1969.P26.
[1]桂诗春.《心理语言学》[M.上海:上海外语教育出版社,1985.P256.
[2]戴炜栋.外语教学研究理论之二,上海:《外国语》,1994,4,P16.
[1]Krashen.Principles and Practice in Second Language Acquisition[M].Oxford Pergamon Press,1992.P102.
[1]蔡龙权、戴炜栋.错误分类的整合,《外语界》[J].2001,P17.
[1]Corder,S.P Error Analysis and Interlanguage[M].Oxford University,1981.
[2]Corder,S.P.The significance of learners errors[J].National Reviews of applied Linguistics,1967.
[3]Elli,Rod.The studyofSecondLanguage Acquisition[M].Oxford University Press,1994.
[4]Krashen.Principles and Practice in Second Language Acquisition[M].Oxford Pergamon Press,1992.
[5]Lado,Robert.LinguisticsAcrossCultures[M].applied Linguistics for Language Teachers.University of Michigan Press,1957.
[6]Lado,Robert.LinguisticsAcrossCultures[M].appliedLinguistics for Language Teachers.University of Michigan Press,1957.
[7]王蔷.《英语学科教学理论与实践》[M].合肥:安徽教育出版社,2003.8.
[8]胡壮麟.《语言学教程》[M],北京:北京大学出版社,2002.8.
[9]蔡基刚.英语教学与英语写作中的汉式英语[J],外语界,1995(3):36-40.
[10]杜金榜.从学生英语写作错误看写作教学[J].外语教学,2001(3).43-47.
[11][英]S.P.科德著.林萍翻译学习者错误之重要意义,平顶山师专学报,第17卷第1期,2002年2月.
[12]马丁·韦德,刘润清.外语教学与学习—理论与实践[[M],高等教育出版社,1995.年.
[13]高远.对比分析与错误分析[M].北京:北京航空航天大学出版社,2002年.
[14]戴炜栋、束定芳.试论影响外语习得的若干重要因素[J].外国语,1994年.
[15]阳其荣.错误分析与外语教学中的纠错问题[J].广西师范大学学报(哲学社会科学版),2002年第1期.
[16]王向东.错误分析对英语教学的启示[J].凉山大学学报,2004,(4)
[17]教育部基础教育司英语课程标准研制组.英语课程标准解读[S].北京:北京师范大学出版社,2002.
[18]束定芳.现代外语教学[M].上海:上海外语教育出版社,1996.
[2]束定芳、庄智象.《现代外语教学》[M].上海:上海外语教育出版社,1996.P23.
[1]束定芳、庄智象.《现代外语教学》[M].上海:上海外语教育出版社,1996.P60.
[2]Corder,S.P.The significance of learners,errors[M].National Reviews of applied Linguistics,1967.
[3]Elli,Rod.The study of Second Language Acquisition[M].Oxford University Press,1980.P8.
[4]Elli,Rod.The study of Second Language Acquisition[M].Oxford University Press,1980.P18.
[5]胡壮麟.《语言学教程》[M],北京:北京大学出版社,2002.8.P293.
[1]Corder,S.P.The significance of learners,errors[J].National Reviews of applied Linguistics,1967.P18.
[2]Corder,S.P.The significance of learners,errors[J].National Reviews of applied Linguistics,1967.P21.
[1]王蔷.《英语学科教学理论与实践》[M].合肥:安徽教育出版社,2003.8.p42.
[1]许余龙.《对比语一言学概论》[M].上海:外语教育出版社,1992.p308.
[2]王蔷.《英语学科教学理论与实践》[M].合肥:安徽教育出版社,2003.8.p48-52.
[1]Littlewood,W.T.Foreign and Second Language Learning.Cambridge:Cambridge University Press.1984.p22.
[2]Selinker,L.Language Transfer.General Linguistics.1969.P26.
[1]桂诗春.《心理语言学》[M.上海:上海外语教育出版社,1985.P256.
[2]戴炜栋.外语教学研究理论之二,上海:《外国语》,1994,4,P16.
[1]Krashen.Principles and Practice in Second Language Acquisition[M].Oxford Pergamon Press,1992.P102.
[1]蔡龙权、戴炜栋.错误分类的整合,《外语界》[J].2001,P17.
[1]Corder,S.P Error Analysis and Interlanguage[M].Oxford University,1981.
[2]Corder,S.P.The significance of learners errors[J].National Reviews of applied Linguistics,1967.
[3]Elli,Rod.The studyofSecondLanguage Acquisition[M].Oxford University Press,1994.
[4]Krashen.Principles and Practice in Second Language Acquisition[M].Oxford Pergamon Press,1992.
[5]Lado,Robert.LinguisticsAcrossCultures[M].applied Linguistics for Language Teachers.University of Michigan Press,1957.
[6]Lado,Robert.LinguisticsAcrossCultures[M].appliedLinguistics for Language Teachers.University of Michigan Press,1957.
[7]王蔷.《英语学科教学理论与实践》[M].合肥:安徽教育出版社,2003.8.
[8]胡壮麟.《语言学教程》[M],北京:北京大学出版社,2002.8.
[9]蔡基刚.英语教学与英语写作中的汉式英语[J],外语界,1995(3):36-40.
[10]杜金榜.从学生英语写作错误看写作教学[J].外语教学,2001(3).43-47.
[11][英]S.P.科德著.林萍翻译学习者错误之重要意义,平顶山师专学报,第17卷第1期,2002年2月.
[12]马丁·韦德,刘润清.外语教学与学习—理论与实践[[M],高等教育出版社,1995.年.
[13]高远.对比分析与错误分析[M].北京:北京航空航天大学出版社,2002年.
[14]戴炜栋、束定芳.试论影响外语习得的若干重要因素[J].外国语,1994年.
[15]阳其荣.错误分析与外语教学中的纠错问题[J].广西师范大学学报(哲学社会科学版),2002年第1期.
[16]王向东.错误分析对英语教学的启示[J].凉山大学学报,2004,(4)
[17]教育部基础教育司英语课程标准研制组.英语课程标准解读[S].北京:北京师范大学出版社,2002.
[18]束定芳.现代外语教学[M].上海:上海外语教育出版社,1996.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |