错误分析理论在高中英语写作教学中的应用研究

发布时间：2018-07-21 11:26

【摘要】：英语写作是英语学习和使用中必备的一项基本技能,是英语语言综合能力的体现。调查发现:35%的学生认为,四项技能中,写作是最难得一项。因此它是英语教学的重点和难点。“错误分析”理论由20世纪四、五十年代的“对比分析”发展而来,兴盛于70年代,它对二语习得的最大贡献在于它改变了人们对于错误的态度。它认为,错误是语言学习过程中的自然现象,我们不应该厌恶它,因为它能指导我们学习和取得进步。因此,我们更应该利用错误出现的规律来指导英语的教学和学习。中介语理论发现了目标语体系的独立性、动态性和系统性等特征弥补了错误分析理论的不足,为语言学习者取得进步提供更多的信息。本论文以错误分析理论体系为指导,依据Corder提出的“错误分析步骤”采用“定量分析”“问卷调查”“师生访谈”等方式对笔者实习所在的绥德县第一中学的两个高三平行班学生的英语写作错误进行研究,诊断出错误出现的原因来指导写作教学。因为他们基本学习完了高中阶段所规定的所有英语语言知识并且非常需要这次实验研究。根据以上目的,笔者提出了四个问题:第一,高中学生英语写作经常出现那些错误?第二,造成高中学生英语写作出现错误的原因有哪些?第三,通过错误分析理论在英语写作教学中的应用实践,学生的英语写作水平是否提高?第四,错误分析理论对英语写作教学有哪些启示?实验表明,学生英语写作错误出现的原因和现状有以下方面:(1)学生的英语基础知识不扎实,表现为词汇缺乏和语法知识不足;(2)学生没有养成良好的写作习惯。他们不经常写以及写前阶段准备不足,写中阶段语言组织能力不足,写后阶段缺乏检查、反思等;(3)英语教师没有系统的写作教学和对学生写作反馈不及时。其中,在反馈方式上,学生更倾向于“小组合作”“同伴互评”等能够积极发挥主动性的方式。(4)英语词汇和语法是限制学生英语写作的最大因素,其中词汇中的“名词”“动词”“冠词”和句法中的“复合句”“汉式英语”“基本句型”是出现高频错误的语言项目。(5)“语际错误”和“语内错误”是造成英语写作错误的重要原因。(6)学生忽略了很多英语写作中的细节知识。因此笔者采取了以下英语写作教学策略:(1)笔者通过结合高中英语新课标和考试大纲规定的话题、社会生活中的热点话题和学生感兴趣的话题安排教学内容等,带动学生英语学习的热情;(2)采取“小组合作”“同伴互评”“学生自评”等方式完成英语写作纠错行动,使得学生成为英语写作的主人。(3)教师应该通过话题系统地进行英语基础知识教学和写作技能教学。基于以上发现,本文对英语写作教学提出几点建议。第一,注重英语基础知识的教学;第二,通过激发学生英语学习的兴趣提高学生的英语写作水平和英语语言水平;第三,引导学生了解英汉写作差异的细小知识也很重要。第四,培养学生正确的英语写作习惯,做好写作前、写作中和写作后各阶段的工作。第五,鼓励学生多阅读、多积累,为英语写作做好铺垫。
[Abstract]:English writing is a necessary basic skill in English learning and use. It is the embodiment of the comprehensive ability of English language. The survey found that 35% of the students think that writing is the most difficult of the four skills. Therefore, it is the key and difficult point in English teaching. "Error analysis" theory was developed in the "comparative analysis" of the four and 50s twentieth Century. In 70s, the biggest contribution to the two language acquisition was that it changed people's attitude towards errors. It believed that error was a natural phenomenon in the process of language learning. We should not dislike it, because it can guide us to learn and make progress. Therefore, we should use the law of error to guide English. Teaching and learning. The theory of interlanguage found that the independence, dynamics and systematicness of the target language system make up for the deficiency of the error analysis theory and provide more information for the progress of language learners. This paper uses the error analysis theory system as the guidance, and uses the "quantitative analysis" based on the "error analysis step" proposed by Corder. "Questionnaire" "interview", "interview with teachers and students" and other ways to study the English writing errors of two senior three parallel classes in the first middle school of Suide County, the author's internship, and to diagnose the reasons for the errors to guide the teaching of writing. According to the above purposes, I put forward four questions: first, high school students often have those mistakes in English writing? Second, what are the causes of mistakes in English writing in high school students? Third, through the application of error analysis theory in English writing teaching, students' English writing level is Fourth, what are the implications of error analysis theory on the teaching of English writing? Experiments show that the reasons and current situations of students' errors in English writing are as follows: (1) students' basic knowledge of English is not solid, showing lack of vocabulary and lack of grammatical knowledge; (2) students do not develop good writing habits. They do not often write as well. There is not enough preparation in the pre writing stage, lack of organizational ability in the middle stage of writing, lack of examination and reflection in the post writing stage. (3) English teachers have no systematic writing teaching and not timely feedback to students' writing. In the way of feedback, students are more inclined to "group cooperation", "peer review" and other ways to actively play the initiative. (4) English Vocabulary and grammar are the most important factors restricting students' English writing, of which the words "noun" "verb" "article" and "compound sentence" "Chinese English" "basic sentence pattern" in syntax are the language items of high frequency errors. (5) "interlingual error" and "internal error" are the important reasons for errors in English writing. Because (6) students have ignored a lot of details in English writing. Therefore, I adopted the following strategies for teaching English Writing: (1) the author makes the enthusiasm of students' English learning by combining the topics stipulated in the new high school English curriculum standard and the examination outline, the hot topics in the social life and the topics of the students' interest. (2 ) take "group cooperation", "peer review" and "student self evaluation" to complete English writing error correction and make students become master of English writing. (3) teachers should systematically conduct English basic knowledge teaching and writing skills teaching. Based on the above findings, this paper puts forward some suggestions on English Writing Teaching. First, pay attention to the teaching of basic knowledge of English; second, improve the students' English writing level and the English language level by stimulating students' interest in English learning. Third, it is also important to guide students to understand the differences between English and Chinese writing. Fourth, to cultivate students' correct English Writing habits, to do well before writing, and after writing, and after writing each other. Fifth, encourage students to read more and accumulate more, laying the groundwork for English writing.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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