初中生英语动词错误分析

发布时间：2018-06-19 15:03

本文选题：初中生 + 英语动词错误　；参考：《闽南师范大学》2017年硕士论文

【摘要】：英语教师在教学过程中遇到学生在学习过程中犯错是不可避免的,越来越多的学者已经开始重视学习者在英语学习过程中所犯的错误。通过错误,教师能了解学生的学习效果,及时调整教学方法和进度;通过错误,学生能认清自己的学习情况,及时查缺补漏;通过错误,研究者能更加清楚语言学习者的学习规律。不少学者发现英语动词错误的数量居各类词汇错误之首,因此有必要对初中生英语动词错误进行研究以更好地了解动词习得状况。本研究基于中介语理论、标记理论和错误分析理论,以从某校八年级10个平行班各选5个不同英语成绩等级的学生作为研究对象,运用文本分析法,对他们作文中出现的与动词相关的错误进行归类分析,并结合访谈法探究错误原因。本研究试着回答以下两个问题:一、初中生英语动词错误的主要类型是什么?二、是什么原因导致动词错误的?结果发现:在所有与动词有关的错误中,动词做谓语时的错误率最高,占77.18%;动词做宾语时的错误次之,占8%;接下来是动词做主语、补语、状语时的错误,分别占7.56%、5.78%和1.48%;动词做定语时的错误个数为零。经过分析,发现出现这些错误的原因主要有四个:语际迁移、语内迁移、交际策略和引导性错误。笔者在此研究基础上提出能够帮助提高初中生动词教学的几点建议:一、要正确对待错误。二、减少汉语对英语的负迁移。三、加强英语语法教学。四、加强动词教学。五、提高教师自身的理论知识水平和业务水平,尽可能减少教学失误。
[Abstract]:It is inevitable for English teachers to make mistakes in the process of learning. More and more scholars have begun to pay attention to the mistakes made by learners in the process of learning English. Through mistakes, teachers can understand students' learning effects, adjust teaching methods and progress in a timely manner; through mistakes, students can clearly understand their own learning situation and timely check for gaps and gaps; and through mistakes, Researchers can better understand the learning rules of language learners. Many scholars have found that the number of errors in English verbs ranks first among all kinds of lexical errors, so it is necessary to study the errors of English verbs in junior high school students in order to better understand the status of verb acquisition. Based on the interlanguage theory, marker theory and error analysis theory, this study selects five students with different grades of English grades from each of the 10 parallel classes of grade eight in a school, and applies the text analysis method to the study. The errors related to verbs in their compositions are classified and analyzed, and the reasons for the errors are explored by means of interviews. This study tries to answer the following two questions: first, what are the main types of verb errors in junior high school students? Second, what causes the verb to be wrong? The results show that of all the errors related to verbs, the verb has the highest error rate when it is used as predicate (77.18%), the verb as object (8%), and the verb as subject, complement, and adverbial. The number of errors in verb attributive is zero. There are four main reasons for these errors: interlingual transfer, intralingual transfer, communicative strategies and leading errors. On the basis of this research, the author puts forward some suggestions which can help to improve the teaching of verbs in junior high school students: first, we should deal with mistakes correctly. Second, reduce the negative transfer of Chinese to English. Third, strengthen English grammar teaching. Fourth, strengthen the teaching of verbs. Fifth, improve teachers' theoretical knowledge and professional level, reduce teaching errors as much as possible.
【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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