句法形态接口下的中学生英语动词第三人称单数的习得研究

发布时间：2018-04-09 08:01

本文选题：句法形态接口　切入点：动词第三人称单数习得　出处：《闽南师范大学》2017年硕士论文

【摘要】：英语动词第三人称单数的习得,一直是困扰着二语学习者的一个难题,也是语言学界的一个关注热点。在学习英语的过程中,动词第三人称单数是中学生需要学习并掌握的重要语法知识点。因此,本文尝试对母语为汉语的中学生习得英语动词第三人称单数的情况进行调查研究,并在此基础上为中学英语动词第三人称单数的教学提出一些启示。本文从句法形态接口理论出发,选取漳州市立人学校的120名中学生作为受试者,受试者被分为两组,一组是初二年级的60名学生,另一组是高二年级的60名学生,分别完成关于英语动词第三人称单数的语法测试卷,测试卷包括看图写话、用所给词的适当形式填空和语法判断三项任务,每项任务有15道题,包含三个测试点,即英语动词第三人称单数的三种不同形态(以-s结尾、以-es结尾和以-ies结尾),以此来考察两个不同年级的学生对英语动词第三人称单数的掌握情况。根据测试所得的数据,分别统计出每个测试点的得分,借助SPSS21.0软件对问卷结果进行双因素方差分析、简单效应检验和单因素方差分析。通过数据分析得出如下结论:(1)不同年级的中学生在习得英语动词第三人称单数时不能克服句法形态接口的难题;(2)不同年级的中学生在习得三种不同的英语动词第三人称单数形态时存在差异;(3)不同年级的中学生在以-s结尾的英语动词第三人称单数的习得情况较好。总而言之,中学生还是不能很好的习得英语动词第三人称单数,虽然中学生已经习得英语动词第三人称单数的句法属性,但是还是不能表现出正确的英语动词第三人称单数的形态,这是因为中学生的理解不全、操练不够,不能充分地习得句法形态接口属性。本研究对中学英语动词第三人称单数的教学有一定的启示意义。从研究结果可知,两个年级的学生对英语动词第三人称单数的掌握情况不是很理想,尤其是以-es结尾和以-ies结尾的英语动词第三人称单数。因此,在教学过程中,英语教师特别要针对中学生难以习得句法形态接口这一根本问题提出相应的解决方案,要对英语动词第三人称单数的不同形态及其用法进行详细解释,并对英语和汉语中动词的不同用法作比较,及时地给学生提供练习并进行强化训练,使学生更好地克服句法形态接口的难题,更好地习得英语动词第三人称单数。
[Abstract]:The acquisition of the third person singular of English verbs has always been a difficult problem for second language learners, and it is also a hot topic in the field of linguistics.In the process of learning English, the third person singular of verbs is an important grammatical knowledge that middle school students need to learn and master.Therefore, this paper attempts to investigate the acquisition of the third person singular number of English verbs by middle school students whose mother tongue is Chinese, and on the basis of this, provides some enlightenment for the teaching of the third person singular number of English verbs in middle schools.Based on the theory of syntactic and morphological interface, 120 middle school students from Liren School in Zhangzhou City were selected as subjects. The subjects were divided into two groups: 60 students in Grade two and 60 students in Grade two.The grammar test papers on the third person singular number of English verbs were completed respectively. The test papers included three tasks: reading pictures and writing words, filling in the blanks and judging grammar with the proper form of the given words. Each task had 15 questions, including three test points.That is, three different forms of the third person singular of English verbs (ending with -s, -es and -ies) are used to investigate the students' mastery of the third person singular of English verbs in two different grades.According to the data obtained from the test, the scores of each test point were calculated, and the results of the questionnaire were analyzed with the help of SPSS21.0 software, including two-factor variance analysis, simple effect test and single-factor variance analysis.Through the data analysis, we can draw the following conclusion: (1) the middle school students of different grades can not overcome the problem of syntactic and morphological interface in the acquisition of the third person singular number of English verbs (2) the middle school students of different grades acquire three different kinds of English verbs.There are differences in the singularities of three persons (3) the middle school students in different grades have better acquisition of the third person singular number of English verbs ending in -s.In a word, middle school students still can't acquire the third person singular number of English verbs well, although middle school students have already learned the syntactic attribute of the third person singular number of English verbs.However, it can not show the correct third person singular form of English verbs, which is due to the poor understanding and practice of middle school students and the insufficient acquisition of syntactic morphological interface attributes.This study has some implications for the teaching of the third person singular number of English verbs in middle school.From the results of the study, it can be concluded that the students of two grades are not very good at the third person singular number of English verbs, especially the third person singular numbers of English verbs ending in -es and -ies.Therefore, in the process of teaching, English teachers should put forward corresponding solutions to the fundamental problem that it is difficult for middle school students to acquire syntactic morphological interfaces, and explain in detail the different forms and usage of the third person singular number of English verbs.By comparing the different usage of verbs in English and Chinese, we can provide students with practice and intensive training in time, so that students can overcome the problem of syntactic and morphological interface and acquire the third person singular number of English verbs better.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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