基于网络的学生英语写作逻辑错误分析

发布时间：2018-11-25 13:42

【摘要】：在英语教学中,作为听、说、读、写、译五种核心能力之一的写作能力一直备受关注。多年来,很多学者针对如何有效提高学生英语写作能力做了大量研究,然而结果却不容乐观。经过对以往研究的梳理和分析发现,多数研究局限于词汇、语法及连贯等,而针对作文中语言逻辑错误的研究却不多。实际上,语言和逻辑有着紧密的联系,尤其体现在以逻辑为基础架构的英语中。缺少逻辑的英语作文,内容上不严谨,缺少信服力,结构松散,语篇也不会连贯。因此,研究作文中的语言逻辑可以对作文的内容、结构和连贯产生有利影响,进而提高学生的英语写作能力。本文通过批改网收集作文,运用错误分析理论和语用辩证理论研究学生英语写作中逻辑连接词和逻辑谬误两方面的语言逻辑错误。逻辑连接词是体现句子层面逻辑关系的主要方式。通过研究作文中逻辑连接词的使用情况,可以了解学生作文在微观层面的逻辑错误特点。针对学生作文中逻辑谬误的分析,可以掌握学生在逻辑推理中的错误,在宏观方面了解学生的逻辑错误特点。本文得出以下结论:1)逻辑错误在增补关系、转折关系、因果关系及时间关系中均有体现,其中增补关系中的逻辑错误最多,时间关系中的逻辑错误最少。增补关系中,逻辑错误体现为不当并列、汉语逻辑、重点有误、误用增补关系为条件关系及误用增补关系为转折关系。转折关系中,逻辑错误体现为杂糅句法结构、杂糅语义关系、误用转折关系为增补关系。因果关系中,逻辑错误体现为语义不相关。时间关系中,逻辑错误为时间错乱和语义不相关。2)学生作文中的典型逻辑谬误为稻草人谬误、滥用权威谬误、诉诸怜悯的谬误、不相关谬误、循环论证谬误、错误类比谬误、草率结论谬误、滑坡谬误及合成谬误。3)造成学生逻辑错误的深层原因为:接触连接词及议论文过少;母语迁移;汉式思维;缺乏推理能力。本文阐释了大学生的语言逻辑错误特点及错误成因,丰富了语言逻辑错误的研究。同时为写作教学及进一步的语言逻辑错误研究提供了可参考的思路。
[Abstract]:In English teaching, writing competence as one of the five core competence of listening, speaking, reading, writing and translation has been paid much attention. For many years, many scholars have done a lot of research on how to effectively improve students' English writing ability, but the results are not optimistic. Through the analysis and analysis of previous studies, it is found that most of the studies are confined to vocabulary, grammar and coherence, but there are few researches on language logic errors in composition. In fact, language and logic are closely related, especially in the logical-based English. Lack of logical English composition, the content is not rigorous, lack of persuasion, loose structure, text is not coherent. Therefore, the study of language logic in composition can have a beneficial impact on the content, structure and coherence of the composition, thereby improving students' English writing ability. In this paper, we use error analysis theory and pragmatic dialectical theory to study the logic errors of logical connectors and logical fallacies in students' English writing. Logical connectives are the main ways to reflect the logical relations at sentence level. By studying the use of logical connectors in composition, we can understand the characteristics of logic errors in students' compositions at the micro level. According to the analysis of logic fallacy in students' composition, we can grasp the mistakes in logical reasoning and understand the characteristics of students' logic errors in macroscopic aspect. In this paper, the following conclusions are drawn: 1) Logic errors are reflected in addition relation, turning relation, causality and time relation, among which the logic error is the most in supplementary relation and the least in temporal relationship. In the supplement relation, the logic error is reflected in improper juxtaposition, the Chinese logic is wrong, the emphasis is wrong, the misuse of the supplementary relation is the conditional relation and the misuse of the supplementary relation is the turning point. In the transition relationship, the logic error is reflected in the syntactic structure, the semantic relation and the supplementary relation. In causality, logic errors are embodied in semantic unrelevance. In time relations, the logical errors are temporal errors and semantic unrelevance. 2) the typical logic fallacies in students' compositions are scarecrow fallacy, abuse of authority, appeal to pity, irrelevant fallacy, circular argument fallacy, etc. Error analogy fallacy, hasty conclusion fallacy, landslide fallacy and composite fallacy. 3) the deep causes of students' logic errors are: too few contact connectives and argumentation; Mother tongue transfer; Chinese thinking; lack of reasoning ability. This paper explains the characteristics and causes of language logic errors of college students and enriches the study of language logic errors. At the same time, it provides a reference for the teaching of writing and the further study of language logic errors.
【学位授予单位】：燕山大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3;G434

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