初中学生英语写作错误分析研究及其对英语教学的启示

发布时间：2018-05-19 01:32

本文选题：输入 + 书写　；参考：《云南师范大学》2017年硕士论文

【摘要】：英语能力主要包括听、说、读、写四个方面。英语学习和英语测试是从这四个维度设计的。这四个方面贯穿于我国基础英语教育。从认知的角度来看,语言学习分为输入和输出语。言输入是基础,是对输入的检验和巩固。写作和口语都属于输出,但与口语输出相比,写作的产出更为稳定,为我们观察学生的语言学习状况提供了很好的一面镜子。在这四种技能中,写作教学的研究相对容易被教师和学者忽视,这种情况出现在英语课堂和考试的分数设置中。在英语课上,写作的时间非常有限,大部分的课后作业又往往被单词、阅读、语法所占据。在高中入学考试中,与20的听力分值和40分阅读分值相比,写作只占有卷面的15分。这种分数的设定有失偏颇。写作作为语言学习的应用和检测,对提高学生的英语学习起着非常重要的作用,非常有必要对初中英语学生的写作水平进行客观研究。本文主要采取理论研究和实证研究相结合的方法,实证研究处于主导地位。本研究样本均来自日照市某中学。有两个班的100名学生。本文试图收集一些学生的写作样本,分析错误,找出学生英语写作中的错误的关键问题。同时,为了了解学生英语写作情况如何,调查问卷的设计分为几部分,分别是学生对于英语写作重要性的认识,写作练习频率以及写作步骤和策略。本文的主要理论依据为迁移理论,对比分析理论、错误分析理论和中介语理论。通过统计分析,结果表明:(1)写作中的主要错误是局部错误,尤其是动词错误和拼写错误。(2)标点符号的错误率特别高,多是因为在英语教学中常被忽视。(3)全局错误仅为10.85%,远小于局部误差。(4)大部分学生的英语学习的内在动机并未被激发。最后,从研究结果中得到一些教学启示:第一,教师要解决学生缺乏兴趣的问题。其次,根据学生在词汇和语法方面的错误,英语教师应该采取一些措施来教学生如何有效地记忆英语单词,同时更加注意帮助学生构建语法框架。第三,教师应鼓励学生去广泛阅读。第四,教师要有一个客观的态度对待错误,把它们作为英语学习中不可避免的步骤,鼓励学生经常写作。
[Abstract]:English skills include listening, speaking, reading and writing. English learning and testing are designed from these four dimensions. These four aspects run through the basic English education in our country. From the cognitive point of view, language learning is divided into input and output language. Input is the basis, the test and consolidation of input. Both writing and oral English belong to output, but compared with oral output, the output of writing is more stable, which provides a good mirror for us to observe students' language learning. Among the four skills, the study of writing teaching is relatively easy to be ignored by teachers and scholars, which occurs in the setting of scores in English classes and examinations. In English class, writing time is very limited, most of the homework is often occupied by words, reading, grammar. In the high school entrance examination, writing accounts for only 15 points of the volume compared with the listening score of 20 and the reading score of 40. The setting of this score is biased. As the application and detection of language learning, writing plays a very important role in improving students' English learning. It is very necessary to make an objective study on the writing level of junior high school English students. This paper mainly adopts the combination of theoretical research and empirical research, empirical research in the leading position. The samples of this study are all from a middle school in Rizhao City. There are 100 students in two classes. This paper attempts to collect some students' writing samples, analyze errors and find out the key problems of students' errors in English writing. At the same time, in order to understand the situation of students' English writing, the questionnaire is divided into several parts, which are students' understanding of the importance of English writing, writing practice frequency, writing steps and strategies. The main theoretical basis of this paper is transfer theory, contrastive analysis theory, error analysis theory and interlanguage theory. Through statistical analysis, the results show that the main errors in writing are local errors, especially in verb errors and spelling errors. The reason is that the global error is only 10.85, which is much smaller than the local error. 4) most students' intrinsic motivation in English learning is not stimulated. Finally, we can get some enlightenment from the research results: first, teachers should solve the problem of students' lack of interest. Secondly, according to students' mistakes in vocabulary and grammar, English teachers should take some measures to teach students how to memorize English words effectively, and pay more attention to help students construct grammatical framework. Third, teachers should encourage students to read widely. Fourth, teachers should have an objective attitude towards mistakes, regard them as an inevitable step in English learning, and encourage students to write frequently.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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