错误分析理论在初中英语写作教学中的应用

发布时间：2019-01-08 20:26

【摘要】：作为学习者学习英语过程中的重要技能,写作是学习者的语言和运用能力的一种综合表现。众多一线的初中英语教师一直在试图寻找如何提高英语写作教学以及减少中学生在写作中错误等问题。本研究运用错误分析理论,分析初中生在英语写作中所呈现的错误,针对这些错误采取各种纠错的方法来提高学生的英语写作能力。错误分析理论指出学习者在学习语言过程中的所犯的错误不应该被回避而应该被看作是将目标语内化一个过程,是一种自然现象。通过对学习者错误的收集,归纳分类以及分析,教师可以在课堂上采用合理科学的纠错策略,在现实的日常教学活动中采用有效且科学合理的教学方法旨在提高改善学生的外语程度。本文在阐述对论文的研究目的和意义的基础上,依据错误分析理论以及其他相关理论,概述分析了初中生目前英语写作的现实状况,并对错误类型进行了分类。在实证部分,分两次任务完成,通过对40名(共计80篇)学生习作在同一时间内同一命题的学生的作文采样分析,并针对学生出现的错误进行分类,笔者对于学生习作中出现的常见错误原因进行了分析研究,并且把这些错误的主要原因归于语际迁移,语内迁移以及环境因素所导致的影响三类原因。研究表明,错误分析理论运用在初中英语写作课上,可以通过自我纠正、小组讨论和教师讲解三种方式来解决学生作文中出现的错误;通过学生们在写作课上的探讨纠错,学生不但在纠错过程中,有效地复习漏缺或遗忘的知识,使同类错误出现的频率逐渐降低。根据上述研究,面对目前初中英语的写作教学的现实状况,作者在英语写作教学方面提出了一些建议和措施办法。当然,虽然错误分析理论对学习者习作中错误的减少起到了一定的作用,但是还有相当一部分的错误仍然重复出现在学习者的作文中。总体上,本研究对提高英语写作教学做了铺垫,同时给予学习者对纠错有了一定的信心,对提高英语写作水平也有了信心。
[Abstract]:As an important skill in learning English, writing is a comprehensive expression of learners' language and application ability. Many junior high school English teachers have been trying to find out how to improve the teaching of English writing and reduce the mistakes of middle school students in writing. Based on the theory of error analysis, this study analyzes the errors of junior high school students in English writing, and adopts various methods to improve students' English writing ability. Error analysis theory points out that the mistakes made by learners in the process of learning a language should not be avoided, but should be regarded as a process of internalizing the target language, which is a natural phenomenon. Through the collection, classification and analysis of learners' errors, teachers can adopt reasonable and scientific error-correcting strategies in the classroom. The purpose of adopting effective and scientific teaching methods in daily teaching activities is to improve students' foreign language level. On the basis of expounding the purpose and significance of the thesis, this paper summarizes and analyzes the current situation of junior high school students' English writing, and classifies the types of errors according to the theory of error analysis and other relevant theories. In the empirical part, it is divided into two tasks, through the sample analysis of 40 students (a total of 80 articles) who do the same essay in the same time, and the classification of students' errors. The author makes an analysis of the causes of common errors in students' exercises, and attributes the main causes of these errors to the influence of interlingual transfer, intralingual transfer and environmental factors. The research shows that the application of error analysis theory in junior middle school English writing class can solve the errors in students' compositions through self-correction, group discussion and teachers' explanation. Through the students' discussion and correction in the writing class, not only in the process of error correction, students effectively review the missing or forgotten knowledge, so that the frequency of similar errors gradually decreased. According to the above research, the author puts forward some suggestions and measures in the teaching of English writing in junior high school in the face of the present situation of writing teaching in junior high school. Of course although the theory of error analysis has played a role in reducing errors in learners' exercises a considerable number of errors are still repeated in learners' compositions. On the whole, this study has paved the way for improving the teaching of English writing, at the same time giving learners confidence in correcting errors and improving the level of English writing.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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