初中生英语时体偏误分析

发布时间：2018-03-29 10:01

本文选题：偏误类型　切入点：影响因素　出处：《鲁东大学》2017年硕士论文

【摘要】：在第二语言学习过程中,掌握目的语的基本语言结构是对学习者的基本要求之一。在对一个句子结构的把握中,时(态)和体(态)是很重要两个概念,因此在二语习得研究领域中,关于时(态)和体(态)的习得,一直是学者们研究的重点对象。在我国,学生从小学就开始正式学习英语,而由于汉语与英语语言系统在时体体系的不同,初中生在英语时(态)和体(态)的学习中存在着不同程度的困难,英语教师在讲解教授英语时(态)和体(态)时,也存在着困难。初中阶段,学生的英语学习仍然处在一个初级阶段,因此对于初中学生在英语时(态)和体(态)习得的研究显得尤为重要。本研究将以二语习得理论中的对比分析、偏误分析、中介语等理论为依据,以山东省烟台市第十中学初四年级的学生及英语教师为研究对象,研究中学生在英语时态与体态习得方面容易出现的偏误类型及产生原因。主要的研究工具有:测试卷、学生问卷和面对面访谈。主要研究问题有3个:(1)根据英语课程标准的要求,在学生已习得的时体类型中,各种时体的出错频率是多少?(2)初中四年级英语学习者在时体应用中会出现哪些主要错误?(3)学生出现这些错误的主要原因有哪些?根据研究结果,笔者得出以下结论:(1)根据英语课程标准,在学生已习得的5种时体类型中,出错频率从高到低依次为:现在完成体一般过去时现在进行体一般现在时过去进行体;(2)学生在英语时体习得过程中,常见的偏误类型主要有三种:由时(态)和体(态)选择错误引起的偏误,由过度概括和回避所引起的偏误以及由错误的书写形式引起的偏误;(3)影响偏误可能的因素主要有4个方面:目的语近似的语言规则会引起偏误,母语的过度使用会引起偏误,不恰当的学习策略和学习态度会引起偏误,学习环境的不合适也会引起偏误。根据以上研究结果,笔者还提出了一些有针对性的教学建议,如采用科学的教学方法、合理利用偏误、减少目的语和母语的负面影响,等等。
[Abstract]:In the process of second language learning, mastering the basic language structure of the target language is one of the basic requirements for the learners. In the grasp of a sentence structure, time (state) and aspect (state) are two important concepts. Therefore, in the field of second language acquisition, the acquisition of time (state) and aspect (state) has always been the focus of scholars. In our country, students begin to learn English formally from primary school. However, due to the differences between Chinese and English language systems in tense and aspect systems, junior high school students have different difficulties in learning English tense and aspect. There are also difficulties. In junior middle school, students' English learning is still at a preliminary stage. Therefore, it is particularly important to study the acquisition of English tense and aspect by junior middle school students. This study will be based on the theories of contrastive analysis, error analysis and interlanguage in the theory of second language acquisition. Taking the middle school students and English teachers in the tenth middle school of Yantai City, Shandong Province as the research object, this paper studies the types and causes of errors in the acquisition of English tense and posture among middle school students. The main research tools are as follows: test papers. According to the requirements of English curriculum standards, what are the frequency of errors in the types of tense and aspect that students have learned? (2) what are the main errors in the use of tense and aspect by the fourth grade English learners in junior middle school? What are the main causes of these mistakes? Based on the results of the study, the author draws the following conclusion: (1) according to the English curriculum standards, among the five types of tense and aspect learned by students, The frequency of errors from high to low is as follows: the present perfect aspect is the past tense, the present present tense is the past tense and the present tense is the past tense. 2) in the process of the acquisition of English tense and aspect, the students are in the process of acquiring English tense and aspect. There are three main types of errors: errors caused by time (state) and volume (state) selection errors, Errors caused by overgeneralization and avoidance and errors caused by incorrect writing form are mainly affected by four aspects: errors caused by the language rules of target language approximation and errors caused by excessive use of mother tongue. Inappropriate learning strategies and attitudes can lead to errors, and inappropriate learning environments can also cause errors. Based on the above research results, the author also puts forward some targeted teaching suggestions, such as the use of scientific teaching methods. Make rational use of errors, reduce the negative effects of target language and mother tongue, and so on.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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