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编号:XXXX大学本科毕业设计(论文)论文题目错误分析理论在初中英语写作教学中的应用TheApplicationoftheErrorAnalysisTheoryinJuniorSchoolEnglishWritingTeachingandLearning专业 英语教育 姓 名 学 号 指导教师 错误分析理论在初中英语写作教学中的
应用摘要:写作可以反映出语言学习者的综合能力。在英语写作过程中,学生经常会出现各种各样的错误。老师和学生也一直致力减少写作中的错误并提高英语写作能力。所以,本文应用了错误分析理论,帮助学生减少或者避免写作中错误,从而提高初中生的英语写作水平。本文总共有六个部分。首先,阐述研究的背景,目的及应用错误分析理论的意义。第二章简述错误分析理论的定义,有关研究,及错误分析的步骤。第三章对初中英语写作中常出现的错误进行分类分析。第四部总结并分析错误的原因。第五部分提出相应的教学建议,从而提高初中生的英语写作水平。最后一部分得出总结,强调初中生在英语写作的错误,不一定都是不好的,相反,老师可以利用这些错误资源,有效地改进教学方法并提高教学效率。关键词:错误分析理论;初中英语;写作教学TheApplicationoftheErrorAnalysisTheoryinJunior
SchoolEnglishWritingTeachingandLearningAbstract:Writingcanreflectthecomprehensiveabilityoflanguagelearners.IntheprocessofEnglishwriting,studentsoftenmakeallkindsoferrorswhentheywritecompositions.TeachersandstudentshavealsobeenstrivedtoreducingerrorsinwritingandimprovingtheirEnglishwritingskills.Therefore,thisarticleappliesErrorAnalysisTheorytohelpstudentsreduceoravoiderrorsinwritingandtoimprovetheEnglishwritinglevelofjuniorhighschoolstudents.Therearesixpartsinthisarticle.First,theresearchbackground,purpose,andsignificanceofapplyingErrorAnalysisTheoryaredescribed.ThesecondchapterintroducesthedefinitionofErrorAnalysisTheory,relatedresearchandthestepsoferroranalysis.ChapterThreeanalyzestheerrorsthatoftenoccurinEnglishwritinginjuniorschool.Thefourthpartsummarizesandanalyzesthecausesoferrors.ThefifthpartputsforwardcorrespondingteachingsuggestionstoimprovetheEnglishwritinglevelofjuniorhighschoolstudents.Thefinalpartdrawsasummary,emphasizingthatjuniorhighschoolstudents'errorsinEnglishwritingarenotnecessarilybad.Onthecontrary,teacherscanusethesewrongresourcestoeffectivelyimproveteachingmethodsandimproveteachingefficiency.Keywords:erroranalysistheory,JuniorSchoolEnglish,writingteachingandlearningContentsTOC\o"1-5"\h\z\o"CurrentDocument"\hIntroduction 1\o"CurrentDocument"\hLiteratureReview 2\o"CurrentDocument"\hTheDefinitionofErrorAnalysisTheory 2\o"CurrentDocument"\hResearchesonErrorAnalysisTheoryAbroadandatHome 2\o"CurrentDocument"\hTheProcedureofErrorAnalysis 4\o"CurrentDocument"\hClassificationoftheErrorsinJunior SchoolEnglishWriting 6\o"CurrentDocument"\hLexicalErrors 6\o"CurrentDocument"\hErrorinVerb 6\o"CurrentDocument"\hErrorinNoun 7\o"CurrentDocument"\hErrorinArticle 7\o"CurrentDocument"\hErrorinPreposition 7\o"CurrentDocument"\hErrorinPronoun 8\o"CurrentDocument"\hErrorinAdjective&Adverb 8\o"CurrentDocument"\hGrammaticalErrors 8\o"CurrentDocument"\hTenseErrors 9\o"CurrentDocument"\hSubject-predicateAgreementErrors 9\o"CurrentDocument"\hSentenceStructureErrors 10\o"CurrentDocument"\hDiscourseErrors 11\o"CurrentDocument"\hConjunctionErrors 11\o"CurrentDocument"\hTextualStructureErrors 11\o"CurrentDocument"\hCausesoftheErrorsinJuniorSchoolEnglishWriting 13\o"CurrentDocument"\hInterlingualTransfer 13\o"CurrentDocument"\hLexicalTransfer 13\o"CurrentDocument"\hGrammaticalTransfer 14CulturalTransfer 14\o"CurrentDocument"\hIntralingualTransfer 15\o"CurrentDocument"\hOvergeneralization 15\o"CurrentDocument"\hIgnoranceofRuleRestriction 15\o"CurrentDocument"\hIncompleteApplicationofRules 16\o"CurrentDocument"\hLearningEnvironment 16\o"CurrentDocument"\hSuggestionsforJuniorSchoolEnglishWritingTeaching 17\o"CurrentDocument"\hEnhancingEnglishLanguageInputtoStrengthenWritingAbility 17\o"CurrentDocument"\hStrengtheningBasicWritingTrainingtoImproveWritingSkills 17AdoptingDifferentErrorCorrectionMethodstoImproveStudents9ErrorTOC\o"1-5"\h\zCorrectionAbility 18StrengtheningEnglishLanguageThinkingtoOvercometheInterferencefrom\o"CurrentDocument"\hMotherTongue 19\o"CurrentDocument"\hConclusion 21\o"CurrentDocument"\hBibliography 22\o"CurrentDocument"\hAcknowledgements 23IntroductionWritingisdifficultformostEnglishlearners.Englishwritingoftenfailstomeetthestandardsofournewcurriculumreform.MostChineseEnglishbeginners,especiallyjuniorhighschoolstudentswhoarenewtowritingpractice,areafraidofwritinginEnglish.Inmostcases,studentswriteessaysjusttocopewithhomeworkassignedbytheteacher.Thecompositioncannotgraspthemainpointsoftheinformationandtheideaisunclear,lackingofvocabularyandcoherence,simplewritingpatterns.Grammarerrorsareevenmoredifficult.Whenteacherreviewthecompositions,mostofthemjustratethecompositionsorsimplyindicategrammaticalerrors.Thereisnotargetedanalysisofstudents'errors.Inthisway,studentsjustsimplyknowtheirowncompositionlevelwithoutchangingtoimprovetheirwritingskills,whichismorelikelytodiscouragestudents9interestandenthusiasmfbrwriting.Bycollectingandanalyzingerrorsinthecompositions,teacherscantakeeffectiveteachingactivities,andstudents5writingabilitywillalsobeimproved.Fromateacher'sperspective,thisarticlehelpsteachersunderstandthecommonerrors,typesoferrors,andthecausesoftheseerrorsinjuniormiddleschoolstudents9Englishcompositions.Theycanunderstandtheareaswherestudentsneedtobestrengthened.Inthisway,teachercanworkoutandrevisetheirteachingplansandcarryoutthetargetedteaching.Fromastudent'sperspective,thisarticlehelpsstudentsunderstandwheretheyoftenmakeerrors,andthenconductsintensiveexercisesintheseareas,sothattheycanactivelyandconsciouslyavoidsucherrorsinwriting.ByapplyingErrorAnalysisTheorytowritingteaching,studentscanlearnhowtosolveproblemsinthelearningprocessandbecomeanactivelearner.(戴炜栋,束定LiteratureReviewTheDefinitionofErrorAnalysisTheoryErroranalysisisacomprehensiveandsystematicanalysisoftheerrorsmadebylearnersintheprocessoflearningforeignlanguages,exploringandstudyingthenatureandcausesofthelanguageerrors,therebypreventingorreducingtheprocessoflanguageerrors.(何祥金,罗水莲)Thismethodisgenerallyusedinsecondlanguageacquisition.Therefore,teacherscanalsousethismethodinEnglishwritingteaching.Firstly,teacheranalyzelearners5errors,thenclassifyandfindoutthereasonsoftheseerrors,andfinallydiscussmoreeffectivewritingteachingmethodstofurtherimprovetheteachingqualityofwriting.Inbrief,erroranalysisistheprocessofanalyzingerrors,identifyingerrorsanditscauses,andthenfindingstrategiestopreventorreducetheseerrors.ResearchesonErrorAnalysisTheoryAbroadandatHomeTheErrorAnalysisTheorywasdevelopedfromtheContrastiveAnalysisofLadowhohadthegreatestinfluenceinthe1940sand1950s.ContrastiveAnalysisTheorybelieved:"Thedifferencebetweenthenativelanguageandthetargetlanguageismainlyasourceoferror.”However,withthedevelopmentofContrastiveAnalysisTheory,somelinguistsfoundthatwhentwolanguagesaredissimilarity,therearealsophenomenathatlearnerssuccessfullyacquireasecondlanguageandusethelanguagecorrectly.Whentwolanguagesaresimilar.Errorsalsooccur.Therefore,peoplebegantostudytherelationshipbetweensecondlanguageacquisitionandnativelanguageontheotherhand.TheSignificanceofLearners9ErrorswaspublishedbyCorder(1967)whoisthefirstonetoproposetheErrorAnalysis(蔡龙权,戴炜栋)ThenmanylinguistsappliedtheErrorAnalysisTheorytostudythesecondlanguageacquisition.Corderpointedoutthethreemeaningsofresearcherrors:ForaresearcherTheresearchercanunderstandhowsecondlanguagelearnerslearnforeignlanguages,thestrategiesandstepstheyuse.ForateacherTheteachercanknowhowstudentsmasterthetargetlanguageandwhattheyneedtolearn.ForalearnerThelearnercanavoidtherecurrenceofsimilarerrorsbyanalyzingthelinguisticerrorsmadebythem,therebyimprovingtheirlanguagelevel.LinguistsBurt&Dulaystudiedsecondlanguageacquisitionbyadults.In1973,theyclassifiederrorintothreecategories:interlingualerrors,intralingualerrors,andspecificerrors,(quotedin黄新茹)Theypointedoutthat:"Whenlearnerslearnlanguage,theycannotavoidmakingerrors.In1998,Bowerman'sresearchobjectwashistwodaughters,bothofwhomwerenativeEnglishspeakers.Hecaneasilyrecordthechildren'slanguageerrorsinoralcommunication.Bycomparingwithotherchildren'slanguageerrors,itcanbeconcludedthatmanyerrorsarecausedbythegeneralizationoflanguagerulesandincorrectapplicationoflanguagerules.Inaddition,manyforeignscholarshaveresortedtoErrorAnalysisTheorytoanalyzeerrorsinwritingfromdifferentaspects.In2015,KariminvestigatederrorsintheuseofverbsinEnglishessays,aimingtoexplorethemismatchofinfinitivesandverbs,theabsenceofverbs,themisuseofverbtenses,andthemisuseoftheverb"tohave".Theresultsshowthatamongallverberrors,theinconsistencyofsubjectandverbisthemostcommon.Thisresearchhasattractedtheattentionofmanyteachers.DeeplyinfluencedbyforeignErrorAnalysisTheory,manylinguisticsinChinaarealsodevotedtotheexplorationandpracticeoferroranalysisfield.DomesticscholarsrepresentedbyWuQianguangbegantostudyErrorAnalysisTheoryin1979.Later,DaiWeidongandShuDingfangsystematicallydiscussedrelatedconcepts,classifications,anditsevolutionaryrelationsinthefieldoflinguistics,suchasContrastiveAnalysis,ErrorAnalysis,andInterlanguage.GaoYuanpointedout:"Erroranalysisisofgreatsignificancetotheteachingofsecondlanguages:itnotonlydeepenspeople'sunderstandingoftheteachingprocess,butalsoprovidespracticalassistancefbrteachingactivities.(高远)In2003,ZhuLehongappliederroranalysistotheteachingcontextandpointedoutthephenomenonoferrorsinteaching.In2006,YanTaoadvocateslinkingtheorywithwritingteaching,andthensystematicallyanalyzinglanguageerrorsthatoccurinwriting.TheProcedureofErrorAnalysisIn1974,Corderdivideserroranalysisintofivesteps:collection,identification,description,explanation,evaluation,(quotedin黄新茹)Thefollowingisanexplanationofeachstep:Collection:Itiscarriedoutintheinitialstageofthestudy,whichishelpfulforteachertounderstandthecurrentsituationofstudents.Itrequiresteacherstocollectthelargenumberofstudents5essaysasresearchmaterials.Identification:Aftercollectingstudent'scompositions,errorsinthecompositionsneedtobeidentifiedaccordingtothestandardsofwrittenlanguage.E.g.Byanalyzingwhethertheapplicationofvocabularyisappropriate,whetherthesentenceconformstothecontext,whethertheapplicationofgrammaticalrulesiscorrect,whetherthestructureofthearticleiscoherent,etc.Description:Todescribewhattheerrorsare.Inordertoanalyzeerrorsbetter,errorsneedtobeclassifiedandanalyzed.Buttheclassificationstandardsof"error”inerroranalysistheoryaredifficulttodetermine.Eachteacherhasdifferentclassificationstandardsforerrors.Heremainlyfromtheperspectiveofvocabulary,grammaranddiscoursetoclassifyandanalyzestudents5errors.Explanation:Explainingthecausesoferrors.Afterclassifyingerrors,teachercanstudythecausesoferrorsmoreeffectively.Here,thereasonsforerrorsaredividedintothreecategories:first,errorsarecausedbytheinterferenceofstudents5mothertongue.Second,errorsaremadebylearnerswhohavenotmasteredEnglishgrammaticalrules,structuresorsentencepatterns.Thirdisbecauseofthelearningenvironmentsuchas:teachers5teachinglevel,students'psychologicalfactors,etc.Evaluation:Afterstudyingthereasonsfortheerrors,thelaststepistoevaluateerrorsinordertoprovidesomestrategiesforwritingteaching.Therefore,fortheaboveerroranalysis,suggestionscanbedrawn:First,students9compositionerrorsaremainlyduetoinsufficientgraspofbasiclanguageknowledge,soteachersshouldstrengthentheinputofEnglishlanguageknowledgetoimprovewritingability.Second,aimingatthecoherenceofthearticle,howtocarryouttopicandotherdiscourseproblems,teacherneedtocarryouttargetedexercisestoimprovestudents9writingskills.Third,inordertoreduceunnecessaryerrors,students9self-correctionabilityneedstobeimproved.Finally,teachersneedtocomparethecharacteristicsofChineseandWesternlanguagestoovercometheinterferenceofstudents5mothertonguethinking.ClassificationoftheErrorsinJunior
SchoolEnglishWritingTostudyerrors,thefirststepistoclassifythecommonerrorsinjuniorschoolEnglishcompositions.Therearethreetypesoferrors:LexicalErrorsEnglishcompositionconsistsofwordstosentencesandsentencestoparagraphs,sotheerrorsinjuniormiddleschoolEnglishcompositionaredividedintothreecategoriesfromthesethreeaspects.Sincewordshavevariouspartsofspeech,thischapterstartswithsevenpartsofspeechtoanalyzevariouserrorsinwriting.ErrorinVerbTherearehugenumberofverbsinEnglish.Italsocanmakeuptheverbphrases.Studentsgenerallyhavedifficultyapplyingverbsflexibly.Theuseofverbsisthebiggestproblemamongthestudentsinallgradesofjuniorhighschool.E.g.HearrivedAmericayesterday.Welikelisteningmusic.Icanovercameit.Mysisterwasveryafraidofrun.Inthefirsttwosentences,theerrorthatoccursistheomissionofprepositionsafterverbs."InbothChineseandEnglish,verbsaredividedintotransitiveandintransitiveverbs.ButthereisnocorrespondingruleinChineseandEnglish.InEnglish,intransitiveverbsneedtouseprepositionstoformverbphrasesandthenaddtheobject,whiletransitiveverbscanfollowtheobjectdirectly.,,(杨达复)InChinese,objectmaybeomitted.E.g.“我想要”,and"Iwanttoit”.Although“object”inChineseisignored,themeaningiscomplete,andthissentenceisalsocorrect.Third,"Can"isamodalverb,themodalverbisfollowedbytheoriginalverb.Fourth,"ofisapreposition,theverbaftertheprepositionshouldusethe"V-ing"form.Inaddition,theerrorsinverbinclude:verbtenseerror,Non-predicateverbformerror,misuseofauxiliaryverbsand"be"verbs,missingverb,andmisuseofverbsetc.ErrorinNounErrorsinnounaresecondonlytoerrorsinverb.Therearethreemainerrorsintheuseofnoun:singularandpluralerrors,countableanduncountableerrors,misuseofnouns:nounsareusedasadjectives.Thefollowingaretypicalerrorsentences:Myparentsaredoctor.Herlegareveryshort.IoftensearchinformationsontheInternet.Theyaresadness.ErrorinArticleForjuniorhighschoolstudentswhohavejustlearnedthearticle,theyoftenconfusetheuseofarticle.Thetwocommonlyusedarticlesinjuniorhighschool:indefinitearticle:"a\an,,anddefinitearticle:"the".Indefinitearticlesareusedbeforethesingularformofcountablenounstorefertoageneralterm.E.g.IamaChinese.Thisisabook.Itisalsousedinsomephrases:havearest,getacold,makealivingandsoon.Definitearticlesalsohavemanyusagerules.Suchas:toindicatethepersonorthingthathasbeenmentionedbefore,torepresentthetotalityofacertaintypeofthings,torefertotheonlything,andsoon.Itisalsousedinfrontofgeographicalnounssuchastheocean,mountains,andstraits.Therearethreemainerrorsintheuseofarticles:theabsenceofarticles,themisuseofindefinitearticles,mixeduseofdefiniteandindefinitearticles,andarticleredundant.Thefollowingsomeerrorsinstudentcompositions:HeisEnglishteacher.Mybrotherisaactor.Hehasalonglegs.Thetigercanbedangerous.Thefirsttwosentencesarebecausestudentsdonotknowthat"an"shouldbeusedbeforevowels.Thethirdsentence,"a”canonlyfollowthesingularformofcountablenouns.Thelastsentencedoesnotrefertoatiger,butatypeoftiger,soitshoulduse"a".ErrorinPrepositionAsthestudent'sschoolyeargrows,errorsintheuseofprepositionstendtoincrease.Therearethreemainerrorsintheuseofprepositions:thelackofprepositions,theexcessofprepositions,andthemisuseofprepositions.Amongthem,thefrequencyofthemisuseofprepositionsisrelativelyhigh.(李买琼)Thefollowingaretypicalerrorsinpreposition:Hegoestowork8:40,Ifyouareinindoors,youshouldturnoffthepower.WeoftenchatinWeChat.Thefirstsentencelacksthepreposition"at".Thesecondsentenceadds"in”.Thereasonfortheexcessofprepositionsismainlybecausetheprepositionisusedafterthetransitiveverb.Thethirdsentenceistheerroroffixedcollocationofprepositions,anditshouldbe"chaton".ErrorinPronounTherearethreemainerrorsintheuseofpronoun:misuseoftheNominativeCaseandObjectiveCase,misuseofPersonalPronounandPossessiveCase,andmisuseofReflexivePronoun.Thefollowingaretypicalerrorsinpronoun:ThisisasecretbetweenyouandI.Hefavoritecolorisred.Ihopeeveryoneshouldprotectyourself{romearthquake.ErrorinAdjective&AdverbTherearesomeerrorsintheuseofadjectivesandadverbs:comparativeerrorsofadjectivesandadverbs,andmisuseofadjectivesandadverbs.Thefollowingaretypicalexamples:Itmakesourlifebecomemoreandmoreeasy.Iamahappilygirl.Theweathergotbadduringtheday.Mysisterlikesreadingverymucher.GrammaticalErrorsEnglishsentencesareformedaccordingtocertaingrammaticalrulesandexpressacompletemeaning.Ifstudentsareambiguousaboutgrammaticalrules,itiseasytomakeerrorsinwriting.Thefollowingmainlyanalyzesthreekindsofgrammaticalerrors.TenseErrorsThereareeighttensesinvolvedinjuniorhighschool.Tenseisreflectedbythechangeoftheverb.Verbshavecorrespondingvariationsaccordingtodifferenttenses.InChinese,thetenseisexpressedbyaddingorsubtractingwords.InEnglishcompositions,themaincausesoferrorsarethefollowing:First,studentcan'tjudgeordeterminewhichtenseismainlyusedinthearticlebeforewriting.Second,studentsdonothaveagoodgraspofvarioustenses,theyoftenconfusethevarioustensesthattheyhavelearned,sothatvariouserrorsoccur.Therearemanyexamples:Toexpressthesimplepasttensebythepresentsimpletense:WhenIfinishthehomework,Iwasveryhappy.Atlast,Imakeagreatprogress.Toexpressthepresentsimpletensebythepastsimpletense:Fromthis,wecouldsucceedifwedidn'tgiveup.Iusuallydidmyhomeworkintheevening.Toexpressthepastcontinuoustensebythepastsimpletense:WhenIcrossedtheroad,twostrongmenstoppedme.Ireadabookatsixyesterday.Toexpressthepastperfecttensebythepastsimpletense:Hewasveryhappybecauseshedidagoodjobintheexam.Icouldn'tfindthetoycar.IthoughtIlostit.Toexpressthepastsimpletensebythepastperfecttense:Afterclass,Ihaddonealotofphysicsexercisesandaskedteachersforhelp.Toexpressthepastsimpletensebythepresentperfecttense:wepracticedalotandatlastwehavegotoverit.Subject-predicateAgreementErrorsSubject-predicateagreementmeansthatthepredicateverbmustbeinlinewiththesubjectintermsofpersonandnumber.Differentsubjectsdeterminedifferentpredicateverbs.However,inChinese,predicateverbsarenotaffectedbythenumberofthesubject.Studentshavenosuchconsciousnesstoconsiderthesethreekindsofprinciplesatall,whichleadsthesubject-predicateagreementhasahighererrorrate.Therearesomeexamples:HeoftenhelpmelearnEnglish.Morethanoneteachergettheflowers.Fivehundreddollarsarealotofmoney.Thewriterandteacherarecoming.Neitherhisfamilynorheknowanythingaboutit."He"inthefirstsentenceisthethirdperson,sothepredicateverbshouldbe“helps”.Inthesecondsentence,"morethanone+singularnoun”,thepredicateverbshouldusethesingularform.Thetwosentencesviolategrammaticalagreement.Inthethirdsentence,"fivehundreddollars,,meansadistance.Whenpluralnounsexpressingweight,value,distance,etc.areusedassubject,predicateverbsareoftenusedinthesingularform.Itviolatesthenotionalagreement.Inthefourthsentence,“the"modified"writerandteacher”,referringtoapersonwithdifferentidentities.Therefore,"is"shouldbeusedasapredicate.Insentencessuchas"neither...nornotonly...butalsoeither...ornorthesingularandpluralofthepredicateverbdependsonitsproximitysubject.Thelastsentenceviolatestheprincipleofproximity.SentenceStructureErrorsInjuniormiddleschoolEnglishcomposition,somestudentswrotesentenceswithoutpredicates,orthesentencesweretooredundantanddisorderandsoon.E.g.Sheofteninapinksweater.Iusuallybackhomeat5:00.Don'tworriedlTheystillhavefiveminutesleft.LiMing,livesnexttome,isadoctor.Inspiteofthefactthatheislazy,Ilikehim.Theoldmancan'ttellzftheyoungpeoplestilllikeeatingthemooncakesornotonMid-autumnDay.TodayIvisitedtheSmiths.ThisismyfirsttimetovisitanAmericanfamily.Thefirsttwosentencesaremissingpredicateverbs.Inthethirdsentence,theimperativesentenceisusedincorrectly.Itshouldbe“Don'tworry!"Therearetwoverbsinthefourthsentence.Thelastthreesentencesaretooredundant.DiscourseErrorsAtthebasicstage,Englishlearners5discourseawarenessisrelativelyweak,andtheyoftenfailtorealizecohesioninformandcoherenceinsemantic.Therefore,herearetwoaspectstobediscussed:errorsinform:theconjunctionserrors,errorsinsemantic:textualstructureerrors.ConjunctionErrorsConjunctionsinEnglish,asameansofconnection,haveahugediscourseconstructionfunction.Thereareseveralkindsofconjunctions:transitionalconjunctions,selectionconjunctions,parallelconjunctions,andcausalconjunctions.IthasabigdifferencebetweenEnglishandChinese.Englishpaysattentiontotheconnectionbetweenwordsandwordsorsentencesandsentences,whichfocusesontheexternallogicofsentences,whileChinesepayattentiontotheinternalmeaning.Therefore,forsomestudents,theyeasilyignoreormisuseconjunctionsintheprocessofusingEnglish.Examplesareasfollows:Sohediditmanytimes,buthestillcouldn'tdoit.Thetimewasgoing,andsheisgettingbetterandbetter.ButInevergiveitup.SoIalwaysgotoschoolbybike.Becausephysicsisverydifficult,soImustgetoverit.Icantellheranything,shecankeepsecrets.Althoughthemedicineisbitter,butImusttakeit.Firstsentence:thetwosentenceshereshouldbeaturningrelationship,sothefirstsentenceshoulduse"Although/though",theback"but”isremoved.Second,"asthetimewasgoing,,isafixedmatch.Itisanadverbialclauseoftime,whichshouldguideby"as".Third,"So"isawordthatChinesestudentsliketouse,andthetwosentencesherearenotcausality.Fourth,inChinesethereis"because...sobutinEnglish,"because”and"so”cannotbeusedtogether.Fifth,thelogicofthissentenceisunclearandtheword"because"ismissing.Sixth,inChinesethereis"Although...,so...",butinEnglish,“Although"and"so"can'tbeusedtogether.TextualStructureErrorsDuetotheinfluenceofChinesethinkingorculture,somestudentswriteEnglishcompositionswithChinesecharacteristicsthatarenotinlinewithEnglishexpressionhabits,especiallywhentheyconceivethestructureofEnglishcomposition."InEnglishcompositions,anarticlemusthaveathesisstatement.Eachparagraphneedsatopicsentencetoexpand,andtheviewsofeachparagraphshouldbeconsistentwiththecentralpointofview.,,(陈大亮)Heremainlyanalyzethreekindsoftextstructureerrors.Firstly,thearticlehasnocentralidea.Studentsjuststatetheirviews,thereisnotopicsentence,andtheexamplesarenotrelatedtothecentralidea.Second,textualstructureislooseandweakinlogic.Somesentencesinthecompositionareonlylistedseparately,andthereisalackofconnectionbetweensentencesandsentences,paragraphsandparagraphs.Studentsdonotknowhowtowriteatthebeginning,andmiddlecontentdoesn'techothetheme.Third,thecontentoftextisnotpersuasive.Studentsarenotgoodatusingreal-lifeexamplestosupporttheirviews.Mostofthecontentishollow,notspecific,andhasnopracticalsignificance.CausesoftheErrorsinJuniorSchool
EnglishWritingIn1967,whenCorderanalyzedthesourceoferrorsinsecondlanguageacquisition,hedeterminedtheinternaltransferofthetargetlanguage(intralingualmigration),whichwasanimportantcauseoferror.Besides,heclassifiedthecausesoferrorsintofourcategories:interlingualtransfer,thatis,mothertongueinterference,intralingualtransfer,learningenvironment,andcommunicationstrategies,(quotedin金奶K莉)Onlythefirstthreereasonsarediscussedinthischapter.InterlingualTransferTherearemanydifferencesbetweenEnglishandChinese.ItisnodoubtthatthesedifferencesseriouslyaffectEnglishlearning.AndthethinkingofthemothertonguewillbringpositivetransfertoEnglishlearningaswellasnegativetransfer.Inthischapter,onlynegativetransferisdiscussed.Therearetypicalexamplesare:中国有13亿人口.Chinahasapopulationof1billion300million,(wrongsentence)Thereare1.3bil
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