高一学生英语写作错误分析
发布时间：2019-01-28 14:01
【摘要】：在语言五项基本技能中,写作是一种重要的语言输出方式。然而,中国高中生英语写作能力欠佳,他们在作文中经常犯各类错误。虽然错误在二语学习中不可避免,使得教师和学生困惑不己,但是错误不仅能够帮助教师认清学生对英语知识的掌握情况,从而针对性地改进教学,而且还能帮助学生反思自己的学习方法。因此,研究学生英语写作中的错误是非常有意义的。本研究以对比分析理论、错误分析理论和中介语理论为基础,使用文本分析法,对82篇高一学生英语作文中出现的错误进行定量和定性分析,旨在回答以下三个问题：(1)高一学生英语作文中有哪些错误?其中哪些错误类型最常见?(2)学生英语作文错误分布存在哪些组间差异?①文科组和理科组在错误分布上呈现什么样的差异?②高分组与低分组在错误分布上呈现什么样的差异?(3)高中生作文中出现这些错误的原因有哪些?通过对学生作文中的错误按照确立的标准进行分类分析发现：(1)在82篇英语作文中的912个错误中,按照错误出现频率从高到低排序依次为：语法错误、本体错误、词汇错误和语篇错误。(2)组间差异表现为：①文科组和理科组在本体错误、语法错误和语篇错误上存在显著差异,而在词汇错误上无明显差异。具体而言,文科生对英文标点符号的运用不如理科生,但是他们更擅长记单词、准确变换名词单复数形式以及用地道的英语表达观点。②高分组和低分组在本体错误和语法错误上存在显著差异,而在词汇错误和语篇错误上差异不显著。具体而言,低分组的学生更容易在标点符号和名词单复数形式上出错。另外,对作文分数产生直接影响的是错误类型,而不是错误数量。(3)高中生英语作文中出现错误的原因主要包括三个方面,即：母语的负迁移、目标语的影响、英语学习环境的影响。其中,母语的负迁移包括母语标点符号、词汇、语法和文化等方面的负迁移；目标语的影响包括过度概括、规则限制的忽视、规则的不完全运用、错误概念假设及交际策略的使用；英语学习环境的影响包括英语教师对知识的讲解不清晰、运用的教学方法不恰当、教材编排不合理等。
[Abstract]:Among the five basic language skills, writing is an important way of language output. However, Chinese high school students' English writing ability is poor, they often make all kinds of mistakes in the composition. Although mistakes are inevitable in second language learning, teachers and students are confused, but errors can not only help teachers understand the students' knowledge of English, but also improve the teaching accordingly. It can also help students to reflect on their own learning methods. Therefore, it is very meaningful to study students' errors in English writing. Based on contrastive analysis theory, error analysis theory and interlanguage theory, this study uses text analysis to analyze quantitatively and qualitatively 82 errors in senior one students' English compositions. The purpose of this paper is to answer the following three questions: (1) what are the mistakes in the English composition of Senior one students? Which types of errors are the most common? (2) what are the differences in the distribution of errors in students' English composition? (1) what are the differences in the error distribution between the liberal arts group and the science group? (2) the difference between the high score group and the low group in the error distribution. (3) what are the reasons for these errors in high school students' compositions? By classifying and analyzing the errors in students' compositions according to the established standards, it is found that (1) among the 912 errors in 82 English compositions, the order of error occurrence frequency from high to low is grammatical error and ontological error; (2) the differences between the two groups are as follows: (1) there are significant differences in Noumenon errors, grammatical errors and textual errors between the liberal arts group and the science group, but there is no significant difference in lexical errors. Specifically, liberal arts students do not use English punctuation as well as science students, but they are better at memorizing words. 2 there are significant differences between high score group and low group in ontology error and grammatical error, but there is no significant difference in lexical error and text error. In particular, low-group students are more likely to make mistakes in punctuation and noun plural forms. In addition, it is the type of errors, not the number of errors, that has a direct impact on the score of the composition. (3) the reasons for the errors in the English composition of senior high school students mainly include three aspects: the negative transfer of their mother tongue and the influence of the target language. The influence of English learning environment. The negative transfer of mother tongue includes punctuation, vocabulary, grammar and culture. The effects of the target language include overgeneralization, neglect of rules, incomplete use of rules, false conceptual assumptions and the use of communicative strategies. The influence of English learning environment includes English teachers' unclear explanation of knowledge, inappropriate teaching methods and unreasonable arrangement of teaching materials.
【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
本文编号：2417134
[Abstract]:Among the five basic language skills, writing is an important way of language output. However, Chinese high school students' English writing ability is poor, they often make all kinds of mistakes in the composition. Although mistakes are inevitable in second language learning, teachers and students are confused, but errors can not only help teachers understand the students' knowledge of English, but also improve the teaching accordingly. It can also help students to reflect on their own learning methods. Therefore, it is very meaningful to study students' errors in English writing. Based on contrastive analysis theory, error analysis theory and interlanguage theory, this study uses text analysis to analyze quantitatively and qualitatively 82 errors in senior one students' English compositions. The purpose of this paper is to answer the following three questions: (1) what are the mistakes in the English composition of Senior one students? Which types of errors are the most common? (2) what are the differences in the distribution of errors in students' English composition? (1) what are the differences in the error distribution between the liberal arts group and the science group? (2) the difference between the high score group and the low group in the error distribution. (3) what are the reasons for these errors in high school students' compositions? By classifying and analyzing the errors in students' compositions according to the established standards, it is found that (1) among the 912 errors in 82 English compositions, the order of error occurrence frequency from high to low is grammatical error and ontological error; (2) the differences between the two groups are as follows: (1) there are significant differences in Noumenon errors, grammatical errors and textual errors between the liberal arts group and the science group, but there is no significant difference in lexical errors. Specifically, liberal arts students do not use English punctuation as well as science students, but they are better at memorizing words. 2 there are significant differences between high score group and low group in ontology error and grammatical error, but there is no significant difference in lexical error and text error. In particular, low-group students are more likely to make mistakes in punctuation and noun plural forms. In addition, it is the type of errors, not the number of errors, that has a direct impact on the score of the composition. (3) the reasons for the errors in the English composition of senior high school students mainly include three aspects: the negative transfer of their mother tongue and the influence of the target language. The influence of English learning environment. The negative transfer of mother tongue includes punctuation, vocabulary, grammar and culture. The effects of the target language include overgeneralization, neglect of rules, incomplete use of rules, false conceptual assumptions and the use of communicative strategies. The influence of English learning environment includes English teachers' unclear explanation of knowledge, inappropriate teaching methods and unreasonable arrangement of teaching materials.
【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
【参考文献】
相关期刊论文 前2条
1 李余;;高一英语写作错误个案分析[J];考试周刊;2013年49期
2 蔡龙权,戴炜栋;错误分类的整合[J];外语界;2001年04期
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