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师范院校大学英语学习者写作中的语言错误分析研究

作　者: 周文美
导　师: 刘晓宁
学　校: 内蒙古大学
专　业: 外国语言学及应用语言学
关键词: 错误分析对比分析语内迁移语言错误语法错误
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 142次
引　用: 0次
阅　读: 论文下载

内容摘要

师范院校大学英语学习者写作中的语言错误分析研究错误分析作为应用语言学的一个重要分支,在第二语言的教与学中起到了重要的作用。它可以使研究者了解学习者学习语言的过程和学习的策略,丰富第二语言习得理论；它可以帮助教师了解学习中学生共有的特点,促进教学的发展；它还可以帮助学生了解自己学习过程中的难点,改善学习方法。本文以错误分析和对比分析为理论基础,所搜集的数据是包头师范学院2008级A级试点6,7,8班大学英语学习者145篇作文中的语言错误进行分析,把作文中出现的错误分为三大类,包括本体错误,文本错误。其中加入了另外一种层面错误：中国式英语。本研究应用SPSS v17.0里的Frequency和Descriptive Statistics使得数据分析更加生动和准确,并清晰呈现了学生犯错趋势。通过对这些常见错误的统计分析,找出学生错误的数量和写作中最常犯的错误,并对产生这些错误的原因进行分析和讨论。结果表明,语内因素、语际因素、交际策略因素、诱导因素是主要原因。其中,语内因素较其他因素更为显著。最后作者通过讨论,提出英语教学相应的教学策略以及英语教学的一些启示。本文共分七章。第一章主要论述论文的重要性及其结构。第二章为文献综述,主要论述了中介语理论,在本研究中使用的两种二语习得的研究方法对比分析和错误分析理论。第三章提出本论文的研究设计。首先介绍了以James的方法为依据的错误描述和分类。本研究中出现的语言错误分为两类大类,即本体错误,文本错误,还有中国式英语。此外,还介绍了本研究的目标,研究问题和研究方法,工具和实验的步骤。第四章表述了研究结果以及每类错误的具体实例。通过统计收集的错误总数为1569个,其中文本错误居首位为1148个,占总数的73%；文本错误中最严重的是语法错误。其次是本体错误和中国式英语,数目分别为377个和44个,分别占总数的和24%和3%。第五章是对数据的分析和讨论。主要论述了产生文本错误的原因和根源。最后是本文的总结部分,对文章的内容进行了概括并提出本文的不足和以后的研究方向。

全文目录

ABSTRACT  6-8
摘要  8-9
Acknowledgements  9-18
Chapter One INTRODUCTION  18-20
  1.1 The Significance and Objective of the Present Study  18-19
  1.2 Organization of the Thesis  19-20
Chapter Two LITERATURE REVIEW  20-34
  2 Theoretical Basis  20-34
    2.1 Interlanguage (IL) Theory  20-22
    2.2 Early Approaches to SLA  22-34
      2.2.1 Contrastive Analysis (CA)  22-26
      2.2.2 EA  26-34
Chapter Three RESEARCH METHODS  34-47
  3.1 Description and Classifications of the Errors  34-43
    3.1.1 Errors at the Substance Level  34-36
    3.1.2 Errors at the Text Level  36-42
      3.1.2.1 Errors at the Lexical Level  36-38
      3.1.2.2 Errors at the Grammar Level  38-42
    3.1.3 Chinglish  42-43
  3.2 Objectives and Research Questions  43
    3.2.1 Objectives  43
    3.2.2 Research Questions  43
  3.3 Research Methods  43-47
    3.3.1 Subjects  44
    3.3.2 Instruments  44
    3.3.3 Judges  44-45
    3.3.4 Procedure of the Study  45-47
      3.3.4.1 Collection of a Sample of Learner Language  45-46
      3.3.4.2 Identification and Description of Errors  46
      3.3.4.3 Explanation of Errors  46-47
Chapter Four Results  47-49
  4.1 Overall Rankings  47
  4.2 The Specific Examples of Each Type of Errors  47-49
Chapter Five DATAANALYSIS AND DISCUSSION  49-72
  5.1 The Analysis of Students' Substance Errors  49-53
    5.1.1 Descriptive Statistics of Students' Substance Errors  49
    5.1.2 Frequencies of Students' Substance Errors  49-51
    5.1.3 Explanation of the Reasons for the High Frequency of Misspelling in Substance Errors  51-53
      5.1.3.1 Mispronunciations  51-52
      5.1.3.2 Interlingual Misencodings  52
      5.1.3.3 Intralingual Misencodings  52-53
  5.2 The Analysis of Students' Lexical Errors  53-58
    5.2.1 Descriptive Statistics of Students' Lexical Errors  53
    5.2.2 Frequencies of Students' Lexical Errors  53-55
      5.2.2.1 Frequencies of Students' Formal Errors of Lexis  53-55
    5.2.3 Explanation of the Reasons for the High Frequency of Formal Misseclection in Lexical Errors  55-58
      5.2.3.1 Interlingual Error:Mother Tongue Influence  55-56
      5.2.3.2 Intralingual Error:Target Language Causes  56-57
      5.2.3.3 Induced Errors  57-58
  5.3 The Analysis of Students' Morphological Errors  58-60
    5.3.1 Descriptive Statistics of Students' Morphological Errors  58
    5.3.2 Frequencies of Students' Morphological Errors  58-60
    5.3.3 Explanation of the Reasons for the High Frequency of Concord Errors in Morphological Errors  60
      5.3.3.1 Intralingual Error:Overlooking Cooccurrence Restrictions  60
      5.3.3.2 Intralingual Error:Overgeneralization of Third-person Singular  60
  5.4 The Analysis of Students' Phrase Errors  60-66
    5.4.1 Descriptive Statistics of Students' Phrase Errors  60-61
    5.4.2 Frequencies of Students' Phrase Errors  61-64
    5.4.3 Explanation of the Reasons for the High Frequency of Verb Phrase Errors in Phrase Errors  64-66
      5.4.3.1 Intralingual Error:False Analogy  64-65
      5.4.3.2 Intralingual Error:Ignorance of Rule Restrictions  65
      5.4.3.3 Interlingual Error:L1 Markerless  65-66
  5.5 The Analysis of Students' Clause and Sentence Errors  66-70
    5.5.1 Descriptive Statistics of Students' Clause and Sentence Errors  66-67
    5.5.2 Frequencies of Students' Clause and Sentence Errors  67-69
    5.5.3. Explanation of the Reasons for the High Frequency of Ommission in Clause Errors  69-70
    5.5.4 Explanation of the Reasons for the High Frequency of Conjunctive Errors in Cohesion Errors  70
      5.5.4.1 Intralingual Error:Overgeneralization of Conjunctives  70
      5.5.4.2 Intralingual Error:Incomplete Application of Conjunctives  70
  5.6 The Analysis of Students' Chinglish  70-72
    5.6.1 Descriptive Statistics of Students' Chinglish  70-71
    5.6.2 Frequencies of Students' Chinglish  71
    5.6.3 Explanation of the Reasons for Frequency of Chinglish  71-72
Chapter Six IMPLICATIIONS  72-76
  6.1 Significance of Errors in EFL Teaching and Learning  72
  6.2 Pedagogical Implications  72-76
    6.2.1 Implications for Teachers  73-74
    6.2.2 Implications for Students  74-76
Chapter Seven CONCLUSION  76-79
  7.1 Summary of the study  76-77
  7.2 The Limitations of the Present Study  77-78
  7.3 Further Research  78-79
Bibliography  79-82
Appendix Ⅰ:One Sample of Composition with Error Marks  82-83
Appendix Ⅱ:Number of the Total Errors  83-91
Publications  91

师范院校大学英语学习者写作中的语言错误分析研究

内容摘要

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