【摘要】：本文以語言遷移理論為基礎(chǔ),針對(duì)由于母語所導(dǎo)致的英語寫作中的負(fù)遷移現(xiàn)象進(jìn)行研究。結(jié)合英語專業(yè)學(xué)生習(xí)作中的錯(cuò)誤,通過對(duì)比分析和錯(cuò)誤分析方法,尋找克服母語對(duì)目的語干擾的應(yīng)對(duì)措施,從而減少或避免寫作中的母語負(fù)遷移現(xiàn)象。主要研究的問題為:1.在英語專業(yè)學(xué)生寫作的錯(cuò)誤中,母語負(fù)遷移導(dǎo)致的錯(cuò)誤占多大比例?2.母語負(fù)遷移所產(chǎn)生的錯(cuò)誤在英語專業(yè)學(xué)生寫作中主要體現(xiàn)在哪些層面及有哪些原因?3.如何應(yīng)對(duì)母語負(fù)遷移所導(dǎo)致的錯(cuò)誤以改進(jìn)寫作?本研究以青島科技大學(xué)英語專業(yè)本科二年級(jí)學(xué)生為研究對(duì)象,采取樣本分析和問卷調(diào)查相結(jié)合的方法,從學(xué)生習(xí)作中抽取30份作為研究樣本,對(duì)錯(cuò)誤類型歸納分析,探究解釋錯(cuò)誤原因,提出相應(yīng)教學(xué)對(duì)策。研究結(jié)果顯示,在所有的錯(cuò)誤中,由于母語負(fù)遷移而導(dǎo)致的錯(cuò)誤主要體現(xiàn)在詞匯、句法、形態(tài)和語篇等層面,所占比例近百分之七十。其中詞匯錯(cuò)誤是由于學(xué)生對(duì)母語負(fù)遷移現(xiàn)象認(rèn)識(shí)不足所導(dǎo)致;句法和形態(tài)層面的錯(cuò)誤主要是學(xué)生對(duì)漢英兩種語言的差異把握較弱所致;而語篇層面的錯(cuò)誤則是由于學(xué)生在生活方式、思維方式、價(jià)值觀念、文化規(guī)范等方面存在巨大差異,文化負(fù)遷移的現(xiàn)象時(shí)有發(fā)生,歸根到底是跨文化意識(shí)的缺乏。通過研究,筆者認(rèn)為在今后的英語寫作教學(xué)中,要加強(qiáng)語言基本功的訓(xùn)練,加大詞匯的輸入與應(yīng)用,不斷提高學(xué)生駕馭語言的能力和對(duì)母語負(fù)遷移現(xiàn)象的認(rèn)識(shí);有意識(shí)營(yíng)造良好的英語學(xué)習(xí)環(huán)境,盡量讓學(xué)生接觸大量原汁原味的語料,減少或擺脫漢語整體性思維模式的負(fù)遷移,更好地把握漢英兩種語言特點(diǎn)的差異;加強(qiáng)英語語言文化的導(dǎo)入以強(qiáng)化學(xué)生的跨文化意識(shí),幫助英語專業(yè)學(xué)生英語寫作能力的提高。
[Abstract]:Based on the theory of language transfer, this paper focuses on the phenomenon of negative transfer in English writing caused by mother tongue. Combining with the errors in English majors' writing, this paper tries to find out the countermeasures to overcome the interference between mother tongue and target language by means of contrastive analysis and error analysis, so as to reduce or avoid the phenomenon of negative transfer of mother tongue in writing. The main research issues are: 1. What is the percentage of errors caused by negative transfer of mother tongue among English majors' writing errors? 2. What are the main aspects and reasons of the errors caused by the negative transfer of mother tongue in the writing of English majors? How to deal with the errors caused by negative transfer of mother tongue to improve writing? This study takes sophomore English majors of Qingdao University of Science and Technology as the research object, adopts the method of sample analysis and questionnaire survey, and takes 30 samples from the students' exercises as the research samples, and generalizes and analyzes the types of errors. This paper probes into the causes of the wrong explanation and puts forward the corresponding teaching countermeasures. The results show that the errors caused by the negative transfer of mother tongue are mainly reflected in vocabulary, syntax, morphology and discourse, accounting for nearly 70% of all errors. Among them, lexical errors are due to the lack of understanding of the phenomenon of negative transfer of mother tongue, the errors in syntax and form are mainly due to the students' weak grasp of the differences between Chinese and English. On the other hand, the errors on the textual level are due to the great differences in students' life style, thinking mode, values, cultural norms and so on. The phenomenon of negative cultural transfer occurs from time to time, in the final analysis, it is the lack of cross-cultural consciousness. Through the research, the author thinks that in the teaching of English writing in the future, we should strengthen the training of basic language skills, increase the input and application of vocabulary, and constantly improve the students' ability to master the language and the understanding of the phenomenon of negative transfer of their mother tongue. Create a good English learning environment consciously, try to let students contact with a large number of original materials, reduce or get rid of the negative transfer of Chinese holistic mode of thinking, better grasp the differences between Chinese and English language characteristics; Strengthen the introduction of English language and culture in order to strengthen students' cross-cultural awareness and help English major students to improve their English writing ability.
【學(xué)位授予單位】：青島科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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