母语负迁移对高中生英语写作动词搭配影响与教学对策研究
发布时间：2018-07-15 18:48
【摘要】：写作作为一种交际方式,已广泛的应用到各个领域。在二语习得的过程中,写作作为语言输出重要的一部分,成为高中英语学习的重要课题。另外,语言迁移在二语习得中是一种普遍的现象,它给英语的写作带来正面或者负面的影响。其中动词搭配错误,是受到负迁移干扰而形成的迁移错误的一种。本研究根据对对比分析法,错误分析法和中介语假说,以及关于该课题的国内外研究的回顾,重点关注高中英语写作中的母语负迁移错误,尤其是动词搭配的错误。具体地说,本论文旨在探讨以下研究问题:(1)母语负迁移会导致动词搭配的哪些错误?(2)出现这些错误的原因是什么?(3)实施什么样的教学策略可以弱化母语负迁移的影响?本文主要采用问卷、测试和访谈三种研究工具来解决研究问题。在本研究中,实验对象是100名来自辽宁省盘锦高中高二年级普通班的学生。并且所有的研究对象被要求在40分钟之内完成100—120个字的英语作文,作文的题目为“One Thing I’m Proud of”。这篇作文题选自2013年浙江的高考英语试题。作者在收集完学生的作文之后将由母语负迁移导致的动词搭配错误挑出来。然后,作者将这些错误分成两大类—动词的词汇搭配错误和语法搭配错误,并且选取出典型错误案例进行详细说明。之后,作者通过对学生进行问卷调查和访谈,分析学生写作中出现这些错误的主要原因。最后,通过对英语教师的访谈,提出一些可以弱化母语负迁移干扰的教学方法的建议。写作样本的结果表明学生在写作中经常出现动词搭配错误。这些错误可以分为动词+名词搭配错误,动词+副词搭配错误,动词+介词搭配错误以及动词+语法结构的搭配错误。其中为动词+名词搭配错误和动词+副词搭配错误属于动词的词汇搭配错误。动词+介词搭配错误和动词+语法结构的搭配错误属于动词的语法搭配错误。错误最明显的是动词+名词搭配错误。对学生的问卷调查和访谈的结果表明:高中生出现母语负迁移错误的原因主要为文化差异、语言输入匮乏、语言环境限制、学生对母语迁移的认知问题和学习策略的问题。另外,根据对教师的访谈的分析,总结出的教学策略为:注重文化差异和语言差异的教学;创设语言环境,增加语言输入;及时反馈,有效练习。从长远来看,这些策略有助于有效地弱化母语负迁移的干扰。
[Abstract]:As a way of communication, writing has been widely used in various fields. In the process of second language acquisition, writing, as an important part of language output, has become an important topic in senior high school English learning. In addition, language transfer is a common phenomenon in second language acquisition, which has a positive or negative impact on English writing. Verb collocation error is a kind of transfer error caused by negative transfer. Based on a review of contrastive analysis, error analysis, interlanguage hypothesis, and domestic and foreign studies on this topic, this study focuses on the errors of negative transfer of mother tongue, especially verb collocation, in senior high school English writing. Specifically, this thesis aims to explore the following research questions: (1) what errors in verb collocation can be caused by negative transfer of mother tongue? (2) what are the causes of these errors? (3) what teaching strategies can be implemented to weaken the influence of negative transfer of mother tongue? This paper mainly uses questionnaire, test and interview to solve the problem. In this study, 100 students from the second grade of Panjin High School in Liaoning Province were enrolled in the study. All subjects were asked to complete 100-120 words of English composition in 40 minutes under the title "one thing I am roud of". This essay is selected from the 2013 English exam in Zhejiang Province. After collecting the students' compositions, the author picks out the verb collocation errors caused by the negative transfer of their mother tongue. Then, the author divides these errors into two categories: lexical collocation errors of verbs and grammatical collocation errors, and select typical error cases to explain them in detail. After that, the author analyzes the main causes of these errors by questionnaire and interviews. Finally, through interviews with English teachers, some suggestions on how to weaken the interference of negative transfer of mother tongue are put forward. The results of writing samples show that students often make verb collocation errors in their writing. These errors can be divided into verb noun collocation errors, verb adverb collocation errors, verb preposition collocation errors and verb grammatical structure collocation errors. Among them, verb noun collocation error and verb adverb collocation error belong to verb lexical collocation error. Verb preposition collocation error and verb grammatical structure collocation error belong to verb grammatical collocation error. The most obvious mistake is the verb noun collocation error. The results of questionnaires and interviews show that the main reasons for the negative transfer of mother tongue in senior high school students are cultural differences, lack of language input, language environment constraints, students' cognitive problems of mother tongue transfer and learning strategies. In addition, according to the analysis of the teachers' interviews, the teaching strategies are summarized as follows: pay attention to the teaching of cultural differences and language differences; create a language environment, increase language input; timely feedback, effective practice. In the long run, these strategies can effectively weaken the interference of negative transfer of mother tongue.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2125043
[Abstract]:As a way of communication, writing has been widely used in various fields. In the process of second language acquisition, writing, as an important part of language output, has become an important topic in senior high school English learning. In addition, language transfer is a common phenomenon in second language acquisition, which has a positive or negative impact on English writing. Verb collocation error is a kind of transfer error caused by negative transfer. Based on a review of contrastive analysis, error analysis, interlanguage hypothesis, and domestic and foreign studies on this topic, this study focuses on the errors of negative transfer of mother tongue, especially verb collocation, in senior high school English writing. Specifically, this thesis aims to explore the following research questions: (1) what errors in verb collocation can be caused by negative transfer of mother tongue? (2) what are the causes of these errors? (3) what teaching strategies can be implemented to weaken the influence of negative transfer of mother tongue? This paper mainly uses questionnaire, test and interview to solve the problem. In this study, 100 students from the second grade of Panjin High School in Liaoning Province were enrolled in the study. All subjects were asked to complete 100-120 words of English composition in 40 minutes under the title "one thing I am roud of". This essay is selected from the 2013 English exam in Zhejiang Province. After collecting the students' compositions, the author picks out the verb collocation errors caused by the negative transfer of their mother tongue. Then, the author divides these errors into two categories: lexical collocation errors of verbs and grammatical collocation errors, and select typical error cases to explain them in detail. After that, the author analyzes the main causes of these errors by questionnaire and interviews. Finally, through interviews with English teachers, some suggestions on how to weaken the interference of negative transfer of mother tongue are put forward. The results of writing samples show that students often make verb collocation errors in their writing. These errors can be divided into verb noun collocation errors, verb adverb collocation errors, verb preposition collocation errors and verb grammatical structure collocation errors. Among them, verb noun collocation error and verb adverb collocation error belong to verb lexical collocation error. Verb preposition collocation error and verb grammatical structure collocation error belong to verb grammatical collocation error. The most obvious mistake is the verb noun collocation error. The results of questionnaires and interviews show that the main reasons for the negative transfer of mother tongue in senior high school students are cultural differences, lack of language input, language environment constraints, students' cognitive problems of mother tongue transfer and learning strategies. In addition, according to the analysis of the teachers' interviews, the teaching strategies are summarized as follows: pay attention to the teaching of cultural differences and language differences; create a language environment, increase language input; timely feedback, effective practice. In the long run, these strategies can effectively weaken the interference of negative transfer of mother tongue.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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相关硕士学位论文 前1条
1 贾继红;关于中学生英语写作中的母语负迁移现象的研究[D];广州大学;2011年
本文编号：2125043
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