大学生英语句法结构习得顺序与成绩的相关性研究
发布时间：2019-02-24 18:34
【摘要】：习得顺序一直是语言习得研究中的热门课题之一。目前,国内的句法习得顺序研究大部分集中于探究国外的句法结构、包括否定句、疑问句、关系从句的习得顺序研究,研究范围基本局限于关系从句等从句类,所考察的语法结构较为局限且研究方法也较为单一。本研究致力于发现非英语专业大学生句法结构习得顺序的规律,并探究其与成绩的相关性,不仅为各种语言习得理论及二语习得研究提供了更多的实证依据,而且为以后的英语语法教学提供了理论依据。基于汉英两种语言语序的异同,本研究将英语句式分成了四大类,英汉语序准相似结构,英汉语序半相似结构,英汉语序差异结构和英语独有结构。在这四类语序结构的基础上,采用汉译英测试法,对处于不同英语水平(初级组,中级组,高级组)的30名非英语专业大一学生进行了实验调查和分析,旨在探究以下3个问题:第一,非英语专业大学生对这四类句法结构的习得顺序是怎样的?第二,非英语专业大学生对这四类句法结构下的不同句式的习得情况是怎样的?第三,非英语专业大学生句法的习得情况与其成绩之间的相关性如何?本研究的研究目的是为了通过探究非英语专业大学生的句法习得顺序,并探究其与成绩的相关性,得出一般规律,从而在以后的英语教学中有的放矢,根据大学生习得句法结构的先后顺序,“由浅入深,由简到易”地开展英语教学活动。本论文的研究过程主要分为三步:首先,笔者对这四类英汉语序结构进行了详细阐述,每一类的句法结构均符合大学生的英语认知标准,难度适中,且均来自于权威教材及语法著作,使本研究的研究结果更加精准,具有说服力;其次,笔者严格根据这四类句法结构所构成的小型语料库,利用权威语法书籍及教材,自编生成了含有30个汉译英题目的测试卷,并在完全真实的测试环境中,对来自山东师范大学不同非英语专业的30名大一新生进行了测试,测试过程由笔者全程监考,在规定时间内严格把控测试质量,保证了测试结果的客观真实性;最后,笔者收回测试卷并对测试结果作了定量分析,从不同角度分析了数据背后所隐藏的真实意义,最终得出了相关的结论。本研究的创新之处体现在以下两个方面:首先,在受试者英语水平的划分上,笔者将其高考英语成绩作为划分其英语水平高低的标准,而不再是以学生的四六级成绩作为划分标准,使研究结论更加具有客观权威性;其次,在数据分析上,笔者采取了设置不同变量的方法,分别从横向和纵向对测试数据进行了详细分析,一是依据测试题答案标准的划分,分别探究了初级组,中级组和高级组对这四类句法结构的习得顺序情况;二是依据受试者的不同英语水平,探究了初级组,中级组和高级组的句法习得与其英语水平的相关性,确保了本研究能够从不同维度对测试结果进行分析,使研究结论更加具有全面性。经过大量的研究分析,笔者得出了结论,主要如下:第一,这三组受试者对这四类句法结构的习得顺序具有一致性,均为英汉语序半相似结构㧐英汉语序准相似结构㧐英语独有结构㧐英汉语序差异结构;第二,在句法习得的产出上,受试者的句法习得情况是与其英语综合水平成正比的,英语综合水平越高,其句法习得情况越好;第三,受试者句法习得的产出效果也同样受其语素习得水平的影响,高级组的受试者同样会因为其词汇量的缺乏及语法知识点的掌握不当而影响其句法结构的产出质量,因此在以后的英语教学活动中,要注重对英语基础知识及语法点的掌握。本文的主要框架如下:第一章为引言部分,主要介绍了本研究的研究背景、选题目的及研究意义;第二章为文献综述部分,分别对1970年-2016年间国内外句法习得顺序的研究成果作了详细的阐述,囊括了否定句、疑问句及关系从句等的习得情况;第三章为理论基础部分,首先介绍了二语习得顺序及句法理论的相关理论,着重对英汉语序结构的划分作了阐述,分别从英汉语序准形似结构、英汉语序半相似结构、英汉语序差异结构和英语独有结构这四个方面作了具体的阐释;第四章为句法习得顺序实证研究,是本文的主体部分,主要介绍了本文的研究对象和研究问题以及研究方法;第五章为研究结果分析与讨论,主要对研究结果作了系统详细的分析与阐述;第六章为结论与启示部分,总结了本文的主要发现并指出了本研究的研究意义与不足之处,对以后的英语教学活动提出了自己的建议。
[Abstract]:The order of study is one of the most popular subjects in the study of language. At present, the study of the structure of the syntactic study in the country is mainly focused on the study of the structure of the syntactic structure, including the order of negative sentence, interrogative sentence and the relation clause, and the scope of the study is mainly limited to the clauses such as the relation clause. The structure of the study is limited and the research method is also single. This study is devoted to finding the law of the order of the non-English major college students' syntactic structure, and to explore the relevance of their achievements, not only to provide more empirical basis for the study of various language studies and the study of the two languages, but also to provide a theoretical basis for future English grammar teaching. Based on the similarities and differences between Chinese and English, this study divides the English sentence structure into four categories: the quasi-similar structure of English and Chinese, the semi-similar structure of English and Chinese, the structure of the English-Chinese and the unique structure of English. On the basis of the four kinds of order structure, the experiment and analysis of 30 non-English major students at different levels of English (primary group, intermediate group and high-level group) were carried out by means of the Chinese-English translation method. The purpose of this study was to explore the following three questions: first, What is the order of the non-English majors to study the four types of syntactic structures? Second, what is the study of the different sentence patterns of non-English major students in these four types of sentence structure? Third, how is the relationship between the study of non-English major college students' syntax and their achievements? The purpose of this study is to study the order of the non-English major college students' syntax, and to explore the correlation between their results and their achievements, so as to obtain the general rule, so as to have the target in the future English teaching, and according to the order of the college students to study the structure of the sentence structure, 鈥淔rom shallow to deep, from simple to easy鈥，
本文编号：2429814
[Abstract]:The order of study is one of the most popular subjects in the study of language. At present, the study of the structure of the syntactic study in the country is mainly focused on the study of the structure of the syntactic structure, including the order of negative sentence, interrogative sentence and the relation clause, and the scope of the study is mainly limited to the clauses such as the relation clause. The structure of the study is limited and the research method is also single. This study is devoted to finding the law of the order of the non-English major college students' syntactic structure, and to explore the relevance of their achievements, not only to provide more empirical basis for the study of various language studies and the study of the two languages, but also to provide a theoretical basis for future English grammar teaching. Based on the similarities and differences between Chinese and English, this study divides the English sentence structure into four categories: the quasi-similar structure of English and Chinese, the semi-similar structure of English and Chinese, the structure of the English-Chinese and the unique structure of English. On the basis of the four kinds of order structure, the experiment and analysis of 30 non-English major students at different levels of English (primary group, intermediate group and high-level group) were carried out by means of the Chinese-English translation method. The purpose of this study was to explore the following three questions: first, What is the order of the non-English majors to study the four types of syntactic structures? Second, what is the study of the different sentence patterns of non-English major students in these four types of sentence structure? Third, how is the relationship between the study of non-English major college students' syntax and their achievements? The purpose of this study is to study the order of the non-English major college students' syntax, and to explore the correlation between their results and their achievements, so as to obtain the general rule, so as to have the target in the future English teaching, and according to the order of the college students to study the structure of the sentence structure, 鈥淔rom shallow to deep, from simple to easy鈥，
本文编号：2429814
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