非英语专业专科生限时与非限时英语写作中的错误分析

发布时间：2018-03-22 03:06

本文选题：错误分析　切入点：限时写作　出处：《西华大学》2017年硕士论文　论文类型：学位论文

【摘要】：英语写作是英语学习中最难掌握但同时也最能反映学习者真实英语水平的一项技能。在英语教学中,教师发现学生英语作文中容易出现各式各样的错误。尽管对于外语学习者写作错误的研究已经有很多,但其中对专科生英语写作错误的研究却十分有限。与此同时,大部分关于学习者写作错误分析的研究没有考虑到写作条件的影响,例如写作时间长度的影响。本文基于错误分析理论对非英语专业专科生限时与非限时英语写作中的错误进行归类分析,分析发现两种写作条件下错误数量及分布存在差异。作者通过对比两种写作条件下学生写作心理状态和过程,找出差异产生的原因。本研究选取两个非英语专业平行班84名大一专科生为研究对象,A班43名学生进行限时写作,B班41名学生进行非限时写作。作者从这两个班分别收集了限时与非限时英语写作样本以及问卷调查数据,并采用SPSS19.0软件对所有数据进行了分析。研究结果如下:(1)限时与非限时英语写作错误类型可归为四类:本体错误、文本错误、语篇错误及中式英语;(2)限时写作中错误总数多于非限时写作。在这两种写作中,文本错误数量最多、占最大比例。本体错误和中式英语错误数量分布存在较大差异;(3)这两种写作条件下,学生的心理状态和写作过程的不同导致了限时写作和非限时写作中错误数量和分布的不同。首先,学生在限时写作中更容易产生焦虑,对英语写作缺乏自信心,这些心理原因导致学生在限时写作中更容易犯错。其次,学生在非限时写作中更依赖中式思维,导致中式英语在非限时写作中频现。最后,学生在非限时写作中倾向于使用字典并在完成写作后对所写作文进行修改,这一过程也降低了非限时写作中本体错误的比例。基于研究发现,作者在文章最后为专科英语写作教学及学生英语写作学习提供了一些切实可行的建议,其中包括如何改善专科英语写作教学及提高学生英语写作水平。具体建议如下:对英语教师而言,可以在日常英语写作教学中多设计一些非限时写作活动,吸引学生的写作兴趣。对学生而言,平时英语写作学习要加强对语法和词汇知识的掌握。希望本文的讨论对专科英语教师及英语学习者有所帮助。
[Abstract]:English writing is one of the most difficult to master the skills of English learning, but also can reflect the real level of English learners. In English teaching, the teacher found that every kind of error prone to students in English writing. Although for EFL learners writing has been a lot of studies of the errors, but the English college students writing errors the research is very limited. At the same time, most of the research on error analysis of learners' writing without considering the influence of writing conditions, such as the impact of the length of time writing. In this paper, the theory of error analysis in classification and analysis of College non English majors have timed and untimed writing based on the error analysis shows that there are two kinds of writing under the condition of error the number and distribution of the differences. By comparing the two kinds of students' writing under the condition of psychological state and writing process, find out the reasons of the differences. The research selects two parallel classes of non English Majors of 84 first-year college students as the research object, the A class of 43 students were timed writing, B class of 41 students of untimed writing. The author from the two classes were collected respectively timed and untimed writing samples and questionnaire data, and using SPSS19.0 software the analysis of all the data. The results are as follows: (1) timed and untimed writing error types can be classified into four categories: substance errors, text errors, discourse errors and Chinglish; (2) than the total number of timed writing errors in untimed writing. In these two kinds of writing, text error number, accounting for the largest proportion. Ontology errors and Chinglish errors there is a big difference between the number of distribution; (3) the two kinds of writing condition, the mental state of students and the writing process due to the different number and distribution of errors of timed writing and non timed writing Different. First, students are more prone to anxiety in timed writing, lack of confidence in English writing, these psychological causes students more likely to make mistakes in timed writing. Secondly, students are more dependent on Chinese thinking in the untimed writing, lead to Chinglish in non timed writing are frequent. Finally, students tend to write use a dictionary and to modify the composition in writing in the untimed writing, this process also reduces the body non timed writing error ratio. Based on the research findings, the author at the end of the paper for College English writing teaching and students' English Writing provides some practical suggestions, including how to improve the College English Writing teaching and improve students' writing skills in English. Specific recommendations are as follows: for the English teachers, in everyday English writing teaching design of some non limit when writing Activities attract students' interest in writing. For students, we need to enhance their understanding of grammar and vocabulary knowledge in normal English writing. I hope this discussion is helpful for junior college English teachers and English learners.

【学位授予单位】：西华大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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