高中英语写作中的介词使用错误分析

发布时间：2018-01-16 18:02

本文关键词：高中英语写作中的介词使用错误分析　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：英语写作是高中英语考试的重要部分,是语言输出的主要形式。然而目前普通高中生的英语写作能力不容乐观,尤其学生的介词错误百出。因此分析高中生英语作文中出现的介词错误,一方面可以帮助教师了解高中生的介词学习掌握情况,另一方面对英语教学具有一定的启发作用。本研究以中介语理论和错误分析理论为依据,选取漳州市第三中学6个班级的300名高中生作为研究对象,通过收集不同年级高中生的英语期中考试卷,就介词错误进行分类、汇总,并用SPSS统计软件对数据进行统计分析,旨在解决以下问题:第一、高中生英语作文中出现的介词错误总体情况如何?各个维度的表现如何?第二、高中不同年级学生英语作文中介词错误的总体表现以及各个维度错误情况如何?是否存在差异性?第三、作文成绩的高分组与低分组学生介词错误的差异情况如何?高分组与低分组作文成绩与介词错误之间是否存在相关性?结果表明:1)高中生英语作文中出现的介词错误占总错误的36.57%,固定词组使用错误和少用错误是高中生最常出现的两种介词错误类型;2)高中生英语作文中出现的介词错误随着年级的升高呈不断下降趋势,在介词错误的各个维度上,高中不同年级学生在搭配错误、固定词组使用错误、少用错误三个维度上有显著性差异,在超用维度上没有显著性差异;3)作文成绩高低分组学生介词错误上存在明显差异;在四个维度上,除了超用错误未存在明显差异外,搭配错误、固定词组使用错误、少用错误三个维度上存在显著性差异;4)高中生作文成绩与介词错误之间存在负相关的线性关系;5)从对教师和学生问卷调查结果得知,大部分高中生比较不重视对英语介词的学习,不同年级高中生在母语迁移对英语介词学习的影响持不同见解,但总体上学生认为母语迁移的影响正面大于负面。最后笔者根据研究结果对英语写作教学提出相关建议:了解英汉差异,减少语际迁移作用;充实知识储备,减少语内迁移作用;加强英语写作训练,重视介词学习。旨在为广大教师以及学生提供借鉴之处。
[Abstract]:English writing is an important part of high school English test and the main form of language output. However, at present, the English writing ability of ordinary high school students is not optimistic. Therefore, the analysis of preposition errors in senior high school students' English composition can help teachers to understand the preposition learning situation of high school students on the one hand. On the other hand, it has some enlightening effect on English teaching. Based on the theory of interlanguage and error analysis, 300 senior high school students from 6 classes of No. 3 Middle School in Zhangzhou City are selected as the research objects. By collecting English midterm examination papers of high school students of different grades, classifying and summarizing preposition errors, and using SPSS statistical software to analyze the data, this paper aims to solve the following problems: first. What is the general situation of preposition errors in senior high school students' English compositions? How do the dimensions behave? Second, what is the overall performance of preposition errors in English compositions of senior high school students and how are the errors in each dimension? Is there a difference? Third, what is the difference between the high score group and the low group student's preposition error? Is there a correlation between the scores of high and low groups and prepositional errors? The results show that: (1) the preposition errors in senior high school students' English compositions account for 36.57 of the total errors. The errors in the use of fixed phrases and in the use of fewer words are the two most common preposition errors in senior high school students. 2) the preposition errors in senior high school students' English compositions are declining with the increase of grade. In each dimension of preposition errors, students of different grades in senior high school make collocation errors and use fixed phrases wrong. There were significant differences in the three dimensions of using less errors, but there was no significant difference in the dimension of overuse. 3) there are obvious differences in preposition errors between students of high and low groups in composition achievement; In the four dimensions, there are significant differences in three dimensions except overuse error, collocation error, fixed phrase use error and less use error. 4) there is a negative linear relationship between composition achievement and preposition error in senior high school students; 5) from the results of the questionnaire survey on teachers and students, the majority of senior high school students pay less attention to the study of English prepositions, and the influence of the transfer of mother tongue on the learning of English prepositions is different in different grades of senior high school students. On the whole, however, the students think that the influence of mother tongue transfer is more positive than negative. Finally, according to the results of the study, the author puts forward some suggestions on English writing teaching: understanding the differences between English and Chinese and reducing the effect of interlingual transfer; Enrich the knowledge reserve and reduce the role of intralingual transfer; To strengthen English writing training and pay attention to preposition learning, the purpose is to provide reference for teachers and students.
【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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