蒙古语授课初三学生英语动词时态学习现状及典型错误分析

发布时间：2019-03-23 18:23

【摘要】：世界上大多数语言都具有时体系统,时体习得一直以来都是第二外语习得领域研究的热点之一。英语时态属于英语语法范畴,行为者通过时态的表达来描述动作主体与动作发生时之间的相互关系,英语时态学习是第二外语习得的重点,也是语言学习过程中的难点。根据新课标(2011)的要求,在初中阶段,学习者需要掌握并正确运用6种基本时态:一般现在时,现在进行时,一般将来时,一般过去时,过去进行时,现在完成时。因此本文选择这6种基本时态作为主要研究内容。本研究调查蒙古语授课初三学生英语时态学习状况及存在的问题和困难,在此基础上对学生的学习时态时的错误进行归类分析,希望能够促进学生的英语时态学习,进而提高蒙古语授课中学英语语法教学水平。本研究提出了三个研究问题:1.蒙古语授课初三学生时态学习现状如何?2.蒙古语授课初三学生学习这六种英语时态时主要犯的错误有哪些?3.产生这些错误的原因是什么?本研究主要采用的研究工具是问卷,语法测试,访谈。问卷调查用于了解蒙古族初三学生学习这六种基本时态时的难度感知,在此基础上,通过测试题找出学生学习时态时的一些典型错误加以分析,并通过访谈分析错误的原因。研究者选择内蒙古呼伦贝尔市新巴尔虎左旗阿木古郎第一中学和新巴尔虎右旗阿拉坦额莫勒第一中学初三学生为研究对象。在两个学校初三学生中发放问卷和测试题247份,回收有效问卷247份,测试题235份。问卷调查结果表明:这6种英语基本时态中,被最多受试者选为最难掌握的英语时态是现在完成时,其次是一般过去时。最容易掌握的时态是现在进行时。蒙古族初三学生学习6种英语基本时态的难易排列为:现在完成时一般过去时过去进行时一般将来时一般现在时现在进行时。语法测试1和2的结果显示,时态之间的混用现象严重。其中,现在完成时和一般过去时,一般过去时与一般现在时,一般过去时与过去进行时的混用比率较高。从语法测试3(包括动词正确形式填空题,蒙英翻译题)中收集错误1172处,其中语际错误占42.2%,语Qg错误占57.8%。基于以上研究结果,作者提出了改进英语时态教学的一些建议。
[Abstract]:Most languages in the world have chronological systems, and temporal acquisition has always been one of the hot topics in the field of second foreign language acquisition. English tenses belong to the category of English grammar. Actors use tense to describe the relationship between action subjects and action occurrence. English tense learning is the focus of second foreign language acquisition as well as the difficulty in the process of language learning. According to the requirements of the new curriculum standard (2011), in the middle school stage, learners need to master and correctly use six basic tenses: the present tense, the general future tense, the past tense, and the present tense. Therefore, this paper chooses these six basic tenses as the main research content. This study investigates the situation, problems and difficulties in English tense learning of students in the third year of Mongolian teaching. On this basis, the author classifies and analyzes students' errors in learning tenses in order to promote students' learning of English tenses in the hope of promoting students' learning of English tenses. And then improve the Mongolian language teaching middle school English grammar teaching level. Three research questions have been raised in this study: 1. What is the present situation of Mongolian students' tense learning in the third year of junior high school? 2. What are the main mistakes made by Mongolian students in the third year of junior high school in learning these six English tenses? 3. What are the reasons for these errors? The main research tools used in this study are questionnaire, grammar test and interview. The questionnaire is used to understand the difficulty perception of Mongolian junior high school students in learning these six basic tenses. On this basis, some typical errors in learning tenses are found out through test questions, and the causes of errors are analyzed through interviews. The researchers chose the students in the first middle school of Amugulang first Middle School of New Baluzuo Banner, Hulunbeir City, Inner Mongolia, and the third year students of the first Middle School of Alatandemole Middle School. 247 questionnaires and test questions were sent out, 247 valid questionnaires and 235 test questions were collected from the students in the third year of junior high school. The results of a questionnaire survey show that among the six basic tenses, the most difficult to master is the present tense, followed by the general past tense. The easiest to grasp is the present progressive tense. The six basic tenses of English for Mongolian students in the third year of junior high school are easy to arrange as follows: present completion tense past tense present moving tense. The results of grammar test 1 and 2 show that the mixture of tense and tense is serious. Among them, the present complete tense and the general past tense, the general past tense and the general present tense, the general past tense and the past tense mix up the ratio is higher. 1172 errors were collected from grammatical test 3 (including verb correct form fill-in and Mongolian-English translation), of which 42.2% were interlingual errors and 57.8% were Qg errors. Based on the above results, the author puts forward some suggestions for improving the teaching of English tenses.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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