示范性高中生与普通高中生英语作文中的动词使用偏误对比分析研究
发布时间：2020-11-04 08:01
研究表明(杨达复,2005),在中国学生写作的各类错误中,动词的错误率最为频繁。鉴于此,本研究聚焦于高中学生英语作文中的动词使用偏误,以错误分析理论和对比分析理论为基础,综合运用定量分析和定性分析相结合的研究方法来研究高中生英语作文,旨在探讨与分析高中生写作中常见的动词错误及其成因,为改善高中英语教学提供参考。本研究以广西北流市一所示范性高中和一所普通高中的146名高二年级学生为研究对象,以他们的作文为研究样本,试图挖掘:(1)高中生写作中常见的动词错误总体状况如何?(2)示范性高中与普通高中学生在动词使用偏误方面有什么异同?(3)高中生写作中常见的动词使用偏误有什么特点?(4)高中生写作中常见的动词使用偏误以及示范性高中与普通高中学生在动词使用偏误方面的差异有哪些成因?研究表明:(1)在高中生英语写作中,最常见的动词错误为时态、主谓一致、非谓语,而语气错误的频率则最低。(2)示范性高中的学生和普通高中的学生在动词使用错误频数上并无显著差异,但结果显示普通高中学生在写作中使用动词错误更频繁。然而对于定式错误和语态错误,两个不同层次学校的学生也并不表现出显著的差异。但是在及物性、固定搭配、主谓一致、非谓语、时态、语气、情态动词方面的错误均存在显著的差异。除时态方面的使用错误率是示范性高中学生比普通高中学生更高外,其它六项错误均在普通高中学生的写作中更常见。此外,在示范性高中学生的写作中时态,非谓语,主谓一致的使用错误率较高;而对于普通高中的学生来说,他们则不能很好的掌握主谓一致,非谓语,及物性这三方面的知识。(3)高中生写作中各类动词的特点为:及物性错误主要体现为学生分不清及物动词与不及物动词后是否需要接宾语,及物动词与不及物动词该如何接宾语;固定搭配错误主要是记忆不完整的错误或者学习者把母语逐字翻译成汉语造成的错误;主谓一致错误主要体现在连系动词,助动词“have/has”,实义动词,并列动词,从句中的动词主谓一致错误以及句子中缺乏谓语的错误;定式错误的特点是学生把定式动词误用为非定式动词或者用非定式动词做谓语;非定式错误的特点则是混淆动词ING,不定式与过去分词的用法。时态错误主要表现为学生不能根据写作要求与语境选择正确的时态;语态错误则是指在写作中无意识地将主动用作被动,将被动用作主动;语气错误主要体现为学生不能完整地运用相应的规则。最后,情态动词错误主要体现为学生把情态动词当做及物动词使用,直接在情态动词后接名词,形容词等。(4)高中生写作中动词错误的原因主要分为:语际迁移和语内迁移。并且,大部分的错误都源于语内迁移,这说明高中英语作文中的动词错误主要源于学习者不能正确地运用和掌握目的语知识。同时,示范性高中学生和普通高中学生在动词错误方面表现出差异的原因与写作主题,学生的能力水平,教师的教学策略以及教学内容等方面密切相关。基于研究发现,论文就加强英语动词的教学以及纠正动词使用偏误提出了建议。
【学位单位】：广西师范大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
摘要
Abstract
Abbreviations
Chapter1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Layout of the Thesis
Chapter2 Literature Review
2.1 Definition of Key Terms
2.1.1 Understanding of Verb
2.1.2 Understanding of Error
2.2 Theoretical Foundations
2.2.1 Contrastive Analysis Theory
2.2.2 Error Analysis Theory
2.3 Related Studies at Home and Abroad
2.3.1 Studies of EA on Verb at Home
2.3.2 Studies of EA on Verb Abroad
Chapter3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instrument
3.4 Research Procedures
3.4.1 Procedures for Data Analysis of the Writing Samples of DifferentLevels of High School Students
3.4.2 Procedures for the Corpus-based Analysis and Chi-Square Calculator
Chapter4 Results and Analysis
4.1 General Discussion
4.1.1 A General Description of Verb Errors Obtained from Senior HighSchool Students’Writings
4.1.2 Distributions of Verb Errors in Demonstrative Senior High Schoolstudents’and Ordinary Senior High School Students’Writings
4.2 Discrepancy of Verb Errors between Demonstrative Senior High School andOrdinary Senior High School
4.2.1 Discrepancy between Demonstrative Senior High School and OrdinarySenior High School in General
4.2.2 Discrepancy between Demonstrative Senior High School and OrdinarySenior High School of Each Type of Error
4.3 Types of Verb Errors in Senior High School Students’Writings
4.3.1 Pattern error
4.3.2 Set phrase error
4.3.3 Agreement error
4.3.4 Finite error
4.3.5 Non-finite error
4.3.6 Tense error
4.3.7 Voice error
4.3.8 Mood error
4.3.9 Modal error
4.4 Explanation of Possible Causes for Verb Errors
4.4.1 Explanation of Possible Causes for Verb Errors in Senior High SchoolStudents’Writings
4.4.2 Explanation of Possible Causes for Verb Errors Discrepancy in Writings Between Demonstrative and Ordinary Senior High School Students
Chapter5 Findings and Pedagogical Implications
5.1 Major Findings
5.2 Pedagogical Implications
5.2.1 Paying Special Attention to the Most Common Verb Errors in Students’Writings during English Teaching
5.2.2 Adopting Different Teaching Strategies and Methods to Deal withDifferent Verb Errors According to the Source of Different Verb Errors
5.2.3 Establishing a Model for Composition-revising to Enhance Students’Ability of Self-correction and Self-reflection
5.2.4 Strengthening Teachers’Communication and Teaching Cooperationbetween Different Senior High Schools
Chapter6 Conclusion
6.1 Summary of the Present Study
6.2 Limitations of the Present Study and Suggestions for Future Research
Bibliography
Appendices
Abbreviations
Publications during the Postgraduate Program
Acknowledgements
【相似文献】
本文编号：2869850
【学位单位】：广西师范大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
摘要
Abstract
Abbreviations
Chapter1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Layout of the Thesis
Chapter2 Literature Review
2.1 Definition of Key Terms
2.1.1 Understanding of Verb
2.1.2 Understanding of Error
2.2 Theoretical Foundations
2.2.1 Contrastive Analysis Theory
2.2.2 Error Analysis Theory
2.3 Related Studies at Home and Abroad
2.3.1 Studies of EA on Verb at Home
2.3.2 Studies of EA on Verb Abroad
Chapter3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instrument
3.4 Research Procedures
3.4.1 Procedures for Data Analysis of the Writing Samples of DifferentLevels of High School Students
3.4.2 Procedures for the Corpus-based Analysis and Chi-Square Calculator
Chapter4 Results and Analysis
4.1 General Discussion
4.1.1 A General Description of Verb Errors Obtained from Senior HighSchool Students’Writings
4.1.2 Distributions of Verb Errors in Demonstrative Senior High Schoolstudents’and Ordinary Senior High School Students’Writings
4.2 Discrepancy of Verb Errors between Demonstrative Senior High School andOrdinary Senior High School
4.2.1 Discrepancy between Demonstrative Senior High School and OrdinarySenior High School in General
4.2.2 Discrepancy between Demonstrative Senior High School and OrdinarySenior High School of Each Type of Error
4.3 Types of Verb Errors in Senior High School Students’Writings
4.3.1 Pattern error
4.3.2 Set phrase error
4.3.3 Agreement error
4.3.4 Finite error
4.3.5 Non-finite error
4.3.6 Tense error
4.3.7 Voice error
4.3.8 Mood error
4.3.9 Modal error
4.4 Explanation of Possible Causes for Verb Errors
4.4.1 Explanation of Possible Causes for Verb Errors in Senior High SchoolStudents’Writings
4.4.2 Explanation of Possible Causes for Verb Errors Discrepancy in Writings Between Demonstrative and Ordinary Senior High School Students
Chapter5 Findings and Pedagogical Implications
5.1 Major Findings
5.2 Pedagogical Implications
5.2.1 Paying Special Attention to the Most Common Verb Errors in Students’Writings during English Teaching
5.2.2 Adopting Different Teaching Strategies and Methods to Deal withDifferent Verb Errors According to the Source of Different Verb Errors
5.2.3 Establishing a Model for Composition-revising to Enhance Students’Ability of Self-correction and Self-reflection
5.2.4 Strengthening Teachers’Communication and Teaching Cooperationbetween Different Senior High Schools
Chapter6 Conclusion
6.1 Summary of the Present Study
6.2 Limitations of the Present Study and Suggestions for Future Research
Bibliography
Appendices
Abbreviations
Publications during the Postgraduate Program
Acknowledgements
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