基于语料库的高中英语写作错误分析

发布时间：2018-04-30 12:56

本文选题：高中英语写作 + 错误分析　；参考：《闽南师范大学》2017年硕士论文

【摘要】：高中英语是高中阶段学生学习的重要内容,其中英语写作在高中英语学习中占有非常重要的地位。根据《普通中学英语课程标准》中,提出了九级标准,其中八级标准是高中毕业生必须达到的,在写作方面的具体要求是要让学生能够写出语意连贯,并且结构完整的短文。但是目前高中学生的写作得分仍然较低,而在英语写作教学中,学校往往没有开设专门的写作课,为学生进行写作训练。近些年来,国内外研究者通过语料库方法对学生的写作错误进行错误分析,试图找到学生写作错误根源以及写作教学策略。本研究的研究问题:1)高中生的英语写作常见错误有哪些?2)高中生不同年段的写作错误是否相同?3)写作错误的主要原因是什么?为了解决这三个问题,本文在错误分析理论和中介语理论的基础上,采用数据统计、问卷调查、语料库的方法,对学生当前高中英语写作错误开展调查研究,分析清楚他们写作中的各种错误类型。本文对漳州第三中学的三个年级的学生进行作文采样分析。在三个年段中,每个年段期中考抽取100份作文,共300份。笔者通过自建语料库分析写作语料,综合调查问卷,对产生这些错误的原因做了分析和讨论。本研究的目标之一是帮助教育者寻找写作教学的策略和方法,以提高学生的写作能力。本研究通过语料库和SPSS软件进行分析比较,最后研究结果表明:1)学生写作错误主要集中在词形错误、动词词组错误、搭配错误、句法错误和名词词组错误。不同年级的写作错误部分大致相同,但是越高年级的学生错误总数有明显的降低,并且在词形、动词、名词句法等方面的错误有所减少;2)总体来说,高二年级的时候,学生的错误都比高一的时候明显减少;而在高二到高三年段的时候,各项错误都渐渐趋于平稳;3)通过对收集到的语料用语际错误和语内错误两个方面对错误进行分析,由此得知产生错误的原因主要有两点:其一,学生在学习目的语的过程中,由于本族语语法规则的负迁移导致他们在学习目的语的时候经常出现语法错误。其二,学生对目的语语言知识掌握不足,比如对规则过度概括或忽略,对概念理解不足,这些都会导致学生写作时,出现错误。本研究进一步证明了运用语料库的方法可以帮助教师了解学生的写作错误情况,同时能够通过错误分析,深入了解学生写作错误的原因,进一步预测学生可能会出现的错误,从而找到适合的写作教学方法和策略。本文通过对写作文本的调查,为教师提供了一些写作教学建议,对学生加强写作指导和写作技巧等,并通过错误分析,提高学生的写作积极性。
[Abstract]:High school English is an important part of senior high school students' learning, and English writing plays a very important role in senior high school English learning. According to the Standard of English Curriculum in General Middle School, this paper puts forward the CET-9 standard, in which the CET-8 standard must be met by high school graduates, and the specific requirement in writing is to enable students to write short essays with coherent meaning and complete structure. However, the writing scores of senior high school students are still low, and in English writing teaching, there is no special writing course for the students. In recent years, researchers at home and abroad have used corpus methods to analyze students' writing errors in an attempt to find out the root causes of students' writing errors and writing teaching strategies. What are the main causes of high school students' English writing errors? In order to solve these three problems, on the basis of error analysis theory and interlanguage theory, this paper adopts the methods of data statistics, questionnaire survey and corpus to investigate the students' current English writing errors in senior high school. Analyze the types of errors in their writing. This article carries on the composition sampling analysis to the three grade students of Zhangzhou No.3 Middle School. In each of the three years, a total of 300 compositions were taken from each midterm exam. The author analyzes and discusses the causes of these errors by analyzing the writing corpus and synthesizing the questionnaire. One of the aims of this study is to help educators find strategies and methods to improve students' writing ability. In this study, the corpus and SPSS software are used to analyze and compare the errors. The results show that the students' writing errors are mainly in the form of words, verb phrases, collocation errors, syntactic errors and noun phrase errors. The writing errors in different grades are roughly the same, but the total number of errors in the higher grade students has decreased significantly, and the errors in the form of words, verbs, nouns and syntax have been reduced.) generally speaking, in the second year of senior high school, there was a decrease in the number of errors. The errors of the students were significantly reduced compared with those in the first year of senior high school, while in the second and third years of senior high school, the errors tended to be more and more stable.) the errors were analyzed in terms of the interlanguage errors and intra-lingual errors of the collected data. There are two main reasons for the errors. One is that students often make grammatical errors in the process of learning target language because of the negative transfer of the grammar rules of their native language. Second, students' inadequate knowledge of the target language, such as overgeneralization or neglect of rules and inadequate understanding of concepts, will lead to errors in students' writing. The present study further proves that the use of corpus can help teachers understand the students' writing errors, at the same time, through error analysis, we can deeply understand the causes of students' writing errors, and further predict the students' possible errors. In order to find the appropriate writing teaching methods and strategies. Through the investigation of the writing text, this paper provides some teaching suggestions for the teachers, strengthens the writing instruction and writing skills for the students, and improves the students' writing enthusiasm through the error analysis.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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