L2（汉语）对伊犁维吾尔族高一学生L3（英语）写作中句法运用的正迁移

发布时间：2018-05-21 13:36

本文选题：维吾尔族高中生 + 语言迁移　；参考：《伊犁师范学院》2017年硕士论文

【摘要】：随着经济全球化和世界一体化的逐步形成,英语已经成为了国际官方通用语,很多国家早已把英语作为必修科目,而中国也不例外。随着英语的普及,中国少数民族地区逐渐形成了三语教学环境。笔者所在地区为新疆少数民族聚集地,少数民族学生众多,特别是维吾尔族,而作为一名高中英语教师,笔者在众多维吾尔族民考民高中生的英语写作中发现,由于维吾尔族语言结构特点,维吾尔族学生大多会受到母语(维语)的负迁移作用从而产生句法错误,所以为了减少错误的发生,维吾尔族学生们通常会利用汉语对于英语写作句法方面的正迁移,来帮助自己学习英语写作。再者,汉语从句法层面来说,与英语存在更多的共性,例如:句子都包含主、谓、宾、定、状、补结构,句子语序都为S+V、S+V+O等。还必须提及的是句法是写作中的一大重点,想要提高英语写作成绩,少数民族学生就必须掌握好句法。除此之外,笔者还发现少数民族学生与汉族学生在句法方面虽然存在着差异,但民考民高中生在少数民族学校内都开设了汉语课,故他们能够较好的掌握和运用汉语,这就为维吾尔族高中生利用汉语正迁移帮助自己进行英语写作学习提供了基础条件,所以笔者以《L2(汉语)对伊犁维吾尔族高一学生L3(英语)写作中句法运用的正迁移》为研究选题,以伊宁市新源县第二中学高一年级的民考民维吾尔族学生为研究对象,以“三语习得理论”、“语言迁移理论”、和“对比分析假设原理”为理论依据,通过学生作文分析,调查问卷以及访谈,去发现并回答以下两个问题:1.高一维吾尔族学生汉语写作成绩和英语写作成绩之间存在什么关系?2.根据这种关系,伊犁维吾尔族高一民考民学生在进行英语写作学习时是否会借助其L2(汉语)的句法模式?在理论分析和实证研究的基础之上,笔者结合Spass17.0软件以及Excel表格为工具将作文结果,问卷调查及访谈内容进行分析与总结,从而得出以下结论:1.民考民维吾尔族学生的汉语写作水平与英语写作水平呈正相关。因此,教师应该利用二语(汉语)的正迁移来帮助维吾尔族学生提高他们的英语写作能力,特别是在语法方面。2.由于汉语与英语具有较为相似的句法结构,所以维吾尔族高一学生在学习英语时会借助于L2(汉语)的句法模式。在进行英语写作时,维吾尔族学生通常会用到汉语思维去思考句子。最后,作者提出相关教学启示:作为少数民族地区的英语教师,应当积极地引导少数民族学生们去发现语言间的相通性,并在今后的英语写作教学中利用维吾尔族高中生L2(汉语)对L3(英语)的正迁移作用去帮助维吾尔族高中生提高自己在句法方面的写作能力,从而促进维吾尔族高中生的英语写作学习。
[Abstract]:With the development of economic globalization and the integration of the world, English has become the official language of the world. Many countries have long taken English as a compulsory subject, and China is no exception. With the popularization of English, the trilingual teaching environment has gradually formed in the minority areas of China. As an English teacher in senior high school, the author found that as a senior high school English teacher, the author found that many senior high school students of Uygur nationality had written in English. Because of the characteristics of Uygur language structure, most Uygur students suffer from negative transfer of their mother tongue (Uygur language) and thus produce syntactic errors, so in order to reduce the occurrence of errors, Uyghur students often use the positive syntactic transfer of Chinese for English writing to help them learn English writing. Moreover, there are more similarities between Chinese and English at syntactic level. For example, sentences contain subject, predicate, object, definite, character, complement structure, sentence word order and so on. It must also be mentioned that syntax is one of the most important points in writing. To improve English writing, minority students must master syntax well. In addition, the author also found that although there are differences in syntax between minority students and Han students, Chinese courses are offered in minority schools by senior high school students, so they can master and use Chinese better. This provides a basic condition for Uygur high school students to use the positive transfer of Chinese to help them learn English writing. Therefore, the author chooses < L2 (Chinese) as the topic of the study on the positive transfer of syntactic usage in the writing of L3 (English) among the Uygur students of Yili Uygur nationality, and takes the Minkao and Minmin Uygur students in the second Middle School of Xinyuan County, Yining City, as the research objects. Based on the theories of "third language acquisition Theory", "language transfer Theory" and "the principle of Contrastive Analysis hypothesis", this paper tries to find and answer the following two questions: 1: 1 through students' composition analysis, questionnaire and interviews. What is the relationship between the Chinese writing achievement and the English writing achievement of the first grade Uygur students? According to this relationship, will the students of Yili Uygur nationality Gaoyimin learn English writing with the help of their L2 (Chinese) syntactic pattern? On the basis of theoretical analysis and empirical research, the author analyzes and summarizes the composition results, questionnaires and interviews with Spass17.0 software and Excel form, and draws the following conclusion: 1. There is a positive correlation between Chinese writing level and English writing level of Uygur students. Therefore, teachers should use the positive transfer of second language (Chinese) to help Uygur students improve their English writing ability, especially in grammar. Because of the similar syntactic structure between Chinese and English, Uygur high school students learn English with the help of L2 (Chinese) syntactic pattern. When writing in English, Uighur students usually use Chinese thinking to think about sentences. Finally, the author puts forward some relevant teaching implications: as English teachers in minority areas, we should actively guide minority students to find out the similarities between languages. The positive transfer of L2 (Chinese) to L3 (English) in Uygur senior high school students will be used to help Uyghur high school students to improve their writing ability in syntactic aspects in the future English writing teaching. In order to promote Uygur high school students' English writing learning.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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