概念迁移视角下维吾尔族和汉族初中生英语写作中的错误对比研究

发布时间：2018-05-14 15:51

本文选题：维吾尔族初中生 + 英语写作　；参考：《伊犁师范学院》2017年硕士论文

【摘要】：对于新疆维吾尔族学生来讲,英语是在(非自然环境)的课堂中有意识地学习的。作为新疆主要少数民族之一,维吾尔族从小开始学习母语-维吾尔语和第二语言-汉语,在学校学习第三语言-英语,母语-维吾尔族和第二语言-汉语将影响维吾尔族学生的第三语言英语的学习。写作作为一种语言输出,是外语学习中的一个重要环节。特别是对维吾尔族学生来说,英语写作是外语学习的听、说、读、写中比较困难的一项。在维吾尔族学生的英语作文中经常出现不同类型的错误。跨语言影响研究的理论从对比分析假说发展到最新提出的概念迁移假说。概念迁移假说的主要理论来源是萨丕尔-沃尔夫假说中的弱势假说,即语言影响思维。概念迁移是指一种语言的思维方式对另一种语言的思维方式产生迁移影响。这种跨语言的影响,可能是积极的,也可能是消极的。国内外已有不少运用错误分析的方法来了解学习者二语习得的研究。本文是以对比分析理论,错误分析理论和概念迁移理论为基础的研究。笔者对维吾尔族和汉族初中生的写作中的错误进行对比研究。研究对象是汉族和维吾尔族初中生,研究内容是维吾尔族和汉族初中生在英语作文中的错误。本文的数据来源于伊宁市第18中学八年级学生,收集到130份学生作文,通过对收集到的作文中的错误进行分类,描述和统计,试图来解决以下三个问题:1.维吾尔族和汉族初中生英语写作中的错误类型有哪些?错误的分布情况如何?2.维吾尔族初中生在英语写作中,错误来自维吾尔语和汉语的干扰程度是否有差异?3.从概念迁移的视角出发,维吾尔族初中生英语写作中的错误产生的因素有哪些?研究结果显示:维吾尔族和汉族初中生在英语写作中的错误可分两大类:基于语言错误和基于来源错误。基于语言错误主要包括词汇错误,形态错误和句法错误。句法错误所占比例最大;基于来源错误主要包括语际错误、语内错误,其中语际错误所占比例最大。维吾尔族初中生在英语写作中,汉族学生在英语写作中受到汉语迁移的影响,维吾尔族学生在英语写作中不仅受到汉语迁移影响,也受到维吾尔语迁移影响,但汉语迁移的影响远远大于维吾尔语迁移。从概念迁移的视角出发,结合Jarvis提出的复合概念表征系统假设,影响维吾尔族初中生英语写作错误产生的因素可从为三个方面:基于母语概念的误用;基于共享概念的错误构建;基于二语概念的错误构建。最后,根据维吾尔族初中生写作错误的特点,给出一些启示。
[Abstract]:For Xinjiang Uygur students, English is learned consciously in class. As one of the major ethnic minorities in Xinjiang, the Uyghurs began to learn their mother tongue, Uyghur and second language, Chinese, and the third language, English, from a young age. Mother-tongue-Uygur and second-language-Chinese will affect Uighur students' third language English learning. As a kind of language output, writing is an important link in foreign language learning. Especially for Uyghur students, English writing is a difficult part of foreign language learning. Uighur students often have different types of errors in their English compositions. The theory of cross-language influence has developed from contrastive analysis hypothesis to concept transfer hypothesis. The main theoretical source of conceptual transfer hypothesis is the weak hypothesis in Sapir-Wolff hypothesis, that is, language influences thinking. Conceptual transfer refers to the transfer of the way of thinking of one language to the mode of thinking of another language. This cross-lingual influence can be positive or negative. At home and abroad, error analysis has been used to understand learners' second language acquisition. This paper is based on comparative analysis theory, error analysis theory and conceptual transfer theory. The author makes a contrastive study on the errors in the writing of Uygur and Han junior high school students. The subjects of the study are Han and Uygur junior high school students, and the contents of the study are errors in English composition of Uygur and Han junior high school students. The data in this paper come from the eighth grade students in the 18th Middle School of Yining City. 130 compositions were collected. Through the classification, description and statistics of the errors in the collected compositions, we try to solve the following three questions: 1. What are the types of errors in English writing of Uygur and Han junior high school students? What is the distribution of errors? Uygur junior high school students in English writing, the error from Uygur language and Chinese interference degree is different. From the perspective of conceptual transfer, what are the causes of errors in Uygur junior high school students' English writing? The results show that the errors in English writing of Uygur and Han junior high school students can be divided into two categories: language based errors and source-based errors. Language-based errors include lexical errors, morphological errors and syntactic errors. Syntactic errors account for the largest proportion, and source-based errors mainly include interlingual errors and intra-lingual errors, among which interlingual errors account for the largest proportion. In English writing of Uygur junior high school students, Han nationality students are influenced by Chinese transfer in English writing. Uygur students are influenced not only by Chinese transfer but also by Uygur language transfer in English writing. However, the influence of Chinese transfer is far greater than that of Uygur language transfer. From the perspective of concept transfer, combined with the hypothesis of compound concept representation system proposed by Jarvis, the factors influencing Uygur junior high school students' English writing errors can be divided into three aspects: misuse of concept based on mother tongue; Error construction based on shared concept and error construction based on second language concept. Finally, according to the characteristics of Uygur junior high school students' writing errors, some enlightenments are given.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】