初中英语写作中母语负迁移现象及相关教学策略研究

发布时间：2018-03-28 15:57

本文选题：初中英语写作　切入点：母语负迁移现象　出处：《天水师范学院》2015年硕士论文

【摘要】：迁移是人类认知的普遍特征。语言迁移的影响已为人所熟悉,特别是在不同的语系之间,而英语和汉语正好分属不同语系。中国学生第二语言的习得从一开始就很大程度上受到中国文化以及作为语言文化内涵载体汉语本身的影响。因为在第二语言习得过程中,汉语作为母语,很自然地主导着中国学生的日常生活,交流活动以及思维方式,故而也会影响中国学生英语语言形成的接受系统。这种影响在二语习得中表现在正迁移和负迁移两方面,正迁移是指母语与目的语的相同之处会促进目的语学习；负迁移,即母语干扰,主要是由于母语和目的语系统的不同之处被学习者误认为相同所致。也就是说在第二语言习得中那些与母语有相似之处的知识比较容易学得,反之那些与母语有不同之处的知识则易产生混淆,难以学得。作为体现学生语言综合运用能力的写作来说,汉语的负迁移影响更为严重。笔者对天水市逸夫实验中学九年级英语写作的现状进行问卷调查,发现影响他们写作成绩提高的主要原因是由母语负迁移作用引起的大量语际语言错误。按照新版初中英语课程标准对九年级学生英语写作(五级)中的第二个要求,即学生要在教师的指导下对作文进行修改,本研究试图将语言迁移理论和初中英语写作教学过程相结合,通过文献综述、问卷调查和实验研究的方法来解决初中生英语写作受母语负迁移影响的问题。在母语迁移理论、错误分析理论和过程教学法的指导下通过实验发现母语负迁移正是九年级学生英语写作错误产生的主要原因；采用优化写作过程的教学策略的确能够减少母语负迁移引起的语际语言错误,并且提高九年级学生的作文成绩；同时还发现作文中语内语言错误的数量也有一定程度的控制。因此,笔者认为应正确对待由母语负迁移引起的写作错误并且关注写作过程,将优化写作过程的教学策略合理的应用到写作教学中,以期提高教学效率,使教学更具针对性,最大限度地减少初中生英语写作中的母语负迁移影响。
[Abstract]:Transfer is a universal feature of human cognition. The influence of language transfer is well known, especially among different languages. However, English and Chinese belong to different language families. The acquisition of second language by Chinese students is greatly influenced by Chinese culture and Chinese itself as the carrier of the connotation of language culture from the very beginning, because in the process of second language acquisition, As a native language, Chinese naturally dominates the daily life, communication and thinking of Chinese students. Therefore, it will also affect the reception system of Chinese students' English language formation, which is manifested in positive transfer and negative transfer in second language acquisition. Positive transfer means that the similarities between the mother tongue and the target language will promote the target language learning, and the negative transfer will promote the learning of the target language. That is, mother tongue interference is mainly due to the fact that the differences between the mother tongue and the target language system are mistaken for the same by the learners. That is to say, it is easier to learn knowledge that is similar to the mother tongue in second language acquisition. On the other hand, knowledge that differs from one's mother tongue is easily confused and difficult to learn. The negative transfer of Chinese has a more serious impact on English writing in the ninth grade of Yifu Experimental Middle School in Tianshui City. It is found that the main reason for the improvement of their writing achievement is the large number of interlingual language errors caused by the negative transfer of their mother tongue. According to the new junior high school English curriculum standards, the second requirement of the ninth grade students' English writing (CET5) is required. That is to say, students should revise their compositions under the guidance of teachers. This study attempts to combine the theory of language transfer with the teaching process of junior high school English writing through literature review. The methods of questionnaire and experimental research are used to solve the problem that junior high school students' English writing is influenced by negative transfer of mother tongue. Under the guidance of error analysis theory and process teaching method, it is found that the negative transfer of mother tongue is the main cause of English writing errors in ninth grade students. The teaching strategy of optimizing the writing process can reduce the interlingual errors caused by the negative transfer of mother tongue and improve the composition achievement of the ninth grade students. At the same time, it is also found that the number of in-language errors in the composition is controlled to a certain extent. Therefore, the author thinks that the writing errors caused by the negative transfer of mother tongue should be treated correctly and the process of writing should be paid attention to. The teaching strategy of optimizing the writing process is applied to the writing teaching reasonably in order to improve the teaching efficiency, make the teaching more targeted, and minimize the negative transfer of mother tongue in junior high school students' English writing.
【学位授予单位】：天水师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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