基于错误分析和中介语理论的初中生英语写作错误的研究

发布时间：2018-08-29 11:07

【摘要】：在英语四项基本技能中,写作是很重要的一项。它既可以反映学生对于英语基础知识的掌握情况,又可以反映学生的英语语言运用能力。在2011年教育部正式颁发的《义务教育英语课程标准(初中部分)》中,对初中生的英语写作也提出了更高更具体的要求。但是客观地说,在实际的英语写作中,初中生表现地并不好,他们总会出现各种各样的错误,因此,英语写作一直都是教师和学生所面临的很棘手的问题。随着语言研究的不断深入,越来越多的学者意识到错误是不可避免的,但是通过对错误的分析可以帮助我们了解学习者的学习过程和学习策略,进而更有效地帮助学生纠错。作者通过对相关文献的整理和分析发现,国内关于英语写作错误的实证研究大多是以大学生或高中生为研究对象,以初中生为研究对象的相对较少。就仅有的对初中生英语写作错误的研究来看,都分析的是学习者写作中出现的错误的整体情况,而对不同的英语水平的学习者出现的错误的的差异性情况很少关注。此外,他们往往根据语言结果分析错误原因,而忽略探索学生出现错误的心理过程。因此,这两方面正是本文试图突破的地方。本文以错误分析理论和中介语理论为基础,以临汾市同盛中学初三学生为研究对象,以期中考试的写作任务和访谈为研究工具,旨在回答以下三个研究问题:(1)初中生在英语写作中常犯哪些类型的错误?这些错误的分布是什么?(2)不同英语水平的学生在英语写作中各种类型的错误的分布情况如何?有无差异性?(3)初中生英语写作错误的主要原因是什么?作者从12个班级607名学生的作文中随机选取3个班级149名学生的考场作文作为研究语料,剔除无效试卷,最终有效试卷139份,错误总数1214个,将其中的错误分为三大类:本体错误、词汇错误和语法错误。首先,对错误进行整体描述性分析。其次,作者通过单因素方差分析对不同英语水平的学生写作中每类错误分布的差异性进行检验,看不同英语水平的学生的每类错误的分布的差异性是否具有显著性。最后,对学生进行访谈,结合样本进一步了解学生写作中错误出现的原因。通过以上研究得出以下结论:第一,初中生英语写作错误大致可以分为三大类:本体错误、词汇错误、语法错误。其中错误率出现最高的是语法错误,其次是本体错误和词汇错误。第二,总的来说,学生的错误数量与英语水平之间存在着反比关系。具体而言,对于语法错误,组间差异均显著。对于本体错误,低分组与中分组、高分组的学生都存在显著性差异。而高分组与中分组学生之间差异并不明显。同样,对于词汇错误,低分组与其他两组学生之间存在显著性差异。而高分组学生与中分组学生之间的差异不显著。第三,通过样本分析和访谈得知,造成初中生英语写作错误的原因主要有语际迁移、语内迁移、缺乏训练、缺乏好的写作习惯、诱发因素和情感因素。最后,本文提出了一些教学建议,希望对以后的教学能有所帮助。
[Abstract]:Among the four basic English skills, writing is an important one. It can not only reflect the students'mastery of the basic knowledge of English, but also reflect their ability to use English language. But objectively speaking, in actual English writing, junior middle school students are not good at it. They always make mistakes. Therefore, English writing has always been a difficult problem for teachers and students. With the deepening of language research, more and more scholars realize that mistakes are inevitable. Through the analysis of relevant literature, the author finds that most of the empirical studies on English writing errors in China focus on college students or senior high school students and junior high school students. As far as the only research on junior high school students'English writing errors is concerned, the whole situation of errors in their writing is analyzed, while the differences of errors among learners of different English proficiency levels are seldom noticed. Based on the error analysis theory and interlanguage theory, this paper takes the junior three students of Tongsheng Middle School in Linfen City as the research object, with the purpose of answering the following three research questions: (1) What types of errors do junior high school students often make in their English writing? What are the distribution of these errors? (2) What are the distribution of errors among students with different English proficiency? Are there any differences? (3) What are the main reasons for junior high school students'English writing errors? The author randomly selected 607 students from 12 classes. 149 students from three classes were selected as the research corpus, and 139 valid papers and 1214 errors were excluded. The errors were divided into three categories: ontological errors, lexical errors and grammatical errors. Firstly, the overall descriptive analysis of the errors was carried out. Secondly, the author used one-way ANOVA to analyze the errors of different English learners. The differences in the distribution of each type of errors in English writing are tested to see if there is a significant difference in the distribution of each type of errors among students with different English proficiency. Writing errors of middle school students can be roughly divided into three categories: noumenon errors, lexical errors and grammatical errors. The highest error rate is grammatical errors, followed by noumenon errors and lexical errors. Second, in general, there is a inverse relationship between the number of errors and English proficiency. There was no significant difference between the high and the low groups. Similarly, there was a significant difference between the low group and the other two groups in vocabulary errors, but there was no significant difference between the high group and the middle group. Thirdly, through sample analysis and interviews, it is found that the main causes of junior high school students'English writing errors are interlingual transfer, intralingual transfer, lack of training, lack of good writing habits, inducing factors and emotional factors.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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