初中生英语写作中语法错误类型分析及教师态度调查

发布时间：2018-05-19 22:39

本文选题：错误收集 + 分类　；参考：《华中师范大学》2016年硕士论文

【摘要】：英语学习就其本身而言,它就是一件很艰辛的事情,学习者在学习英语过程中会犯各种各样的错误,因为任何错误都具有必然性。英语作文是英语语言的输出形式之一,其中错误的表现形式是纷繁复杂的、也是最明显的,更方便研究者分析研讨。本论文以错误分析理论为指导,对河南省焦作市第十七中学九年级11、12班110人的英语作文进行了错误分析。英语作文试题来自河南省初中毕业生学业考试《说明与检测·下册》,学生在相同条件下完成写作任务。笔者对110份作文中的222个错误进行了收集、分类、归因等分析,并调查了九年级全体英语教师对英语写作错误的态度,发现错误产生的主要原因是语法知识点的概念模糊、各种语法规则概括的片面化或泛化、母语迁移影响、及心理紧张和其它一些原因。教师们对于全局性错误是可以理解和容忍的,但对于语法中词法的错误难以容忍,主要原因是教师在平时讲解了大量的语法知识点,但是学生却未能掌握,而且学生的错误其实就是教师的失败,学生的成绩没有达到教师的预期值,所以教师对于经常讲解的语法知识错误很难容忍。对此,笔者想提出几点建议：英语学习要理科化；教师讲解次数与学生学习效果不是正比关系；兴趣是学生的第一老师；语法知识要系统化、网络化、结构化；师生关系要和谐化。
[Abstract]:English learning itself is a very difficult thing, learners in the process of learning English will make a variety of mistakes, because any mistakes are inevitable. English composition is one of the output forms of English language. Guided by the theory of error analysis, this paper analyzes the English compositions of 110 students in Grade 11, Grade 12 of Grade 17 in Jiaozuo City, Henan Province. The English composition test questions come from Henan Province junior high school graduate academic examination book, the student completes the writing task under the same condition. The author collects, classifies and ascribes 222 errors in 110 compositions, and investigates the attitudes of all English teachers in Grade 9 towards errors in English writing. It is found that the main cause of errors is the ambiguity of the concept of grammatical knowledge points. Various grammatical rules generalize one-sided or generalized, mother tongue transfer effects, and psychological tension and other reasons. Teachers can understand and tolerate global errors, but it is difficult to tolerate lexical errors in grammar. The main reason is that the teachers explain a lot of grammatical knowledge in peacetime, but the students can not master it. Moreover, students' mistakes are actually teachers' failures, and students' achievements do not meet the teachers' expectations, so teachers can hardly tolerate mistakes in grammar knowledge that are often explained. In this regard, the author would like to put forward some suggestions: English learning should be science, teachers explain times and students' learning effect is not directly proportional, interest is the first teacher of students, grammar knowledge should be systematized, networked, structured; The relationship between teachers and students should be harmonious.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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