中国英语学习者元语言意识与写作能力的相关性研究
发布时间：2018-12-12 17:34
【摘要】：长期以来,元语言意识未能引起语言学界的足够重视。国内外的语言习得研究较多涉及语言能力或双语学习者,而对于元语言意识的研究甚少,关于元语言意识与写作之间关联性的研究则更加缺乏。本文在中国外语教育语境下,研究外语学习者的元语言意识与其写作能力相关性,分析中国学习者元语言意识的特点,为教师语言与任务设置提供教学启示。本文提出了两个研究问题。1.中国英语学习者的写作能力与他们的元语言意识之间的相关性有多强?2.中国外语学习者的元语言特点是什么?为了回答这些问题,本文采用了定量与定性分析的手段,对53名来自不同大学的非英语专业大学生进行了研究。元语言意识测量工具主要分两部分,共四大题,题目依次为语法判断、语言分析、句子改错和规则解释。语法判断部分要求学生从语法角度判断句子是否正确,语言分析要求学生对12组句子中划线部分的词或词组的句子成分进行判断,句子改错要求学生对划线部分改错,规则解释要求学生对涉及的语法规则进行解释。从定量和定性分析上看,中国英语学习者的写作能力与他们的元语言意识的相关性为强相关。学习者在测试中元语言的使用较少,他们的元语言意识不强,且不同学习者对元语言知识的掌握程度区别较大。
[Abstract]:For a long time, meta-linguistic consciousness has not attracted enough attention from linguists. Many researches on language acquisition at home and abroad involve language competence or bilingual learners, but there are few researches on meta-linguistic awareness and the correlation between metalinguistic awareness and writing. In the context of Chinese foreign language education, this paper studies the correlation between foreign language learners' meta-linguistic awareness and their writing ability, analyzes the characteristics of Chinese learners' meta-linguistic awareness, and provides pedagogical enlightenment for teachers' language and task setting. This paper puts forward two research questions. 1. How strong is the correlation between Chinese EFL learners' writing ability and their meta-linguistic awareness? 2. What are the meta-linguistic characteristics of Chinese foreign language learners? In order to answer these questions, 53 non-English majors from different universities were studied by means of quantitative and qualitative analysis. The meta-language awareness measurement tool is divided into two parts, which are composed of four major questions: grammatical judgment, language analysis, sentence correction and rule interpretation. The grammatical judgment part requires students to judge whether the sentence is correct from the grammatical point of view. Language analysis requires students to judge the elements of the words or phrases in the underlined part of the 12 groups of sentences, and sentence correction requires the students to correct the underlined part. The interpretation of the rules requires students to interpret the grammar rules involved. From quantitative and qualitative analysis, Chinese EFL learners' writing ability is strongly related to their meta-linguistic awareness. Learners use less meta-language in the test, their meta-linguistic awareness is not strong, and different learners have different degrees of mastery of metalanguage knowledge.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2375005
[Abstract]:For a long time, meta-linguistic consciousness has not attracted enough attention from linguists. Many researches on language acquisition at home and abroad involve language competence or bilingual learners, but there are few researches on meta-linguistic awareness and the correlation between metalinguistic awareness and writing. In the context of Chinese foreign language education, this paper studies the correlation between foreign language learners' meta-linguistic awareness and their writing ability, analyzes the characteristics of Chinese learners' meta-linguistic awareness, and provides pedagogical enlightenment for teachers' language and task setting. This paper puts forward two research questions. 1. How strong is the correlation between Chinese EFL learners' writing ability and their meta-linguistic awareness? 2. What are the meta-linguistic characteristics of Chinese foreign language learners? In order to answer these questions, 53 non-English majors from different universities were studied by means of quantitative and qualitative analysis. The meta-language awareness measurement tool is divided into two parts, which are composed of four major questions: grammatical judgment, language analysis, sentence correction and rule interpretation. The grammatical judgment part requires students to judge whether the sentence is correct from the grammatical point of view. Language analysis requires students to judge the elements of the words or phrases in the underlined part of the 12 groups of sentences, and sentence correction requires the students to correct the underlined part. The interpretation of the rules requires students to interpret the grammar rules involved. From quantitative and qualitative analysis, Chinese EFL learners' writing ability is strongly related to their meta-linguistic awareness. Learners use less meta-language in the test, their meta-linguistic awareness is not strong, and different learners have different degrees of mastery of metalanguage knowledge.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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