本文關(guān)鍵詞： 句法負(fù)遷移 維吾爾族高中雙語(yǔ)生 新疆 英語(yǔ)學(xué)習(xí)　出處：《伊犁師范學(xué)院》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：語(yǔ)言遷移一直是二語(yǔ)習(xí)得和語(yǔ)言教學(xué)領(lǐng)域中的一個(gè)重要話題。語(yǔ)言遷移是指學(xué)習(xí)者在語(yǔ)言學(xué)習(xí)過(guò)程中母語(yǔ)或已有的語(yǔ)言知識(shí)對(duì)目標(biāo)語(yǔ)或新的語(yǔ)言產(chǎn)生的影響,一般可分為兩種類(lèi)型:正遷移和負(fù)遷移。隨著世界經(jīng)濟(jì)的發(fā)展,地區(qū)與國(guó)家之間的語(yǔ)言接觸也越來(lái)越頻繁。越來(lái)越多的國(guó)家和地區(qū)開(kāi)始認(rèn)識(shí)少數(shù)民族的語(yǔ)言。所有這些變化都為第三語(yǔ)言習(xí)得(TLA)研究提供了一個(gè)良好的基礎(chǔ)。在第三語(yǔ)言習(xí)得中,越來(lái)越多的人開(kāi)始從事語(yǔ)言遷移的研究。新疆是一個(gè)多民族的地區(qū),可以說(shuō)是典型的語(yǔ)言地區(qū)。目前新疆維吾爾族人口最多。新疆的雙語(yǔ)教育主要指漢語(yǔ)和其他民族的語(yǔ)言教學(xué)。新疆雙語(yǔ)學(xué)生是指在漢語(yǔ)和維吾爾語(yǔ)教學(xué)中受教育的學(xué)生維吾爾高中雙語(yǔ)學(xué)生學(xué)會(huì)了他們的母語(yǔ)(L1)之后學(xué)習(xí)漢語(yǔ)(L2)和英語(yǔ)(L3)。所以他們的英語(yǔ)學(xué)習(xí)過(guò)程就是第三語(yǔ)言習(xí)得。由于他們的語(yǔ)言環(huán)境、文化特點(diǎn)等原因,英語(yǔ)學(xué)習(xí)中會(huì)出現(xiàn)使用英語(yǔ)的困難。本項(xiàng)研究基于對(duì)比分析理論、錯(cuò)誤理論及遷移分析模式,以新疆伊寧市第八中學(xué)雙語(yǔ)班50名維吾爾族學(xué)生為研究對(duì)象,采用寫(xiě)作測(cè)試、翻譯測(cè)試對(duì)維吾爾族高中雙語(yǔ)生英語(yǔ)習(xí)得過(guò)程中出現(xiàn)的句法負(fù)遷移現(xiàn)象進(jìn)行了研究,主要分析了維吾爾族雙語(yǔ)生的母語(yǔ)(維語(yǔ))句法在目標(biāo)語(yǔ)言(英語(yǔ))習(xí)得過(guò)程中產(chǎn)生的錯(cuò)誤影響和作用。研究問(wèn)題為:(1)學(xué)生容易犯錯(cuò)的句法結(jié)構(gòu)有哪些?(2)這些句法結(jié)構(gòu)是否存在母語(yǔ)的負(fù)遷移現(xiàn)象?本研究首先通過(guò)寫(xiě)作測(cè)試確定學(xué)生容易犯錯(cuò)的句法結(jié)構(gòu),即(1)介詞+名詞在句子中作狀語(yǔ)使用,(2)系動(dòng)詞和助動(dòng)詞Be的使用,(3)very/very much/always,together等副詞在句中的位置,(4)關(guān)系從句的使用,(5)there be句型的使用。其次,再以這五個(gè)句法結(jié)構(gòu)為主,通過(guò)翻譯測(cè)試更進(jìn)一步檢測(cè)這些句法結(jié)構(gòu)是否會(huì)產(chǎn)生母語(yǔ)的負(fù)遷移現(xiàn)象。通過(guò)分析測(cè)試結(jié)果發(fā)現(xiàn),維吾爾族高中雙語(yǔ)生在英語(yǔ)(L3)習(xí)得過(guò)程確實(shí)受到母語(yǔ)(L1)句法結(jié)構(gòu)負(fù)遷移的影響,并且突出表現(xiàn)在以上五種句法結(jié)構(gòu)上。最后,針對(duì)以上研究結(jié)果,作者提出了如何降低母語(yǔ)負(fù)遷移現(xiàn)象產(chǎn)生的對(duì)策,以期對(duì)提高維吾爾族高中雙語(yǔ)生英語(yǔ)學(xué)習(xí)效果起到積極作用。
[Abstract]:Language transfer has always been an important topic in the field of second language acquisition and language teaching. Language transfer refers to the influence of native language or existing language knowledge on the target language or new language in the process of language learning. Generally, it can be divided into two types: positive migration and negative migration, with the development of the world economy. Regional and national language contacts are also becoming more frequent. More and more countries and regions are beginning to understand the languages of ethnic minorities. All these changes are for the acquisition of third languages (TLAs). The study provides a good basis for third language acquisition. More and more people are beginning to study language transfer. Xinjiang is a multi-ethnic region. It can be said to be a typical language area. At present, Xinjiang has the largest Uygur population. The bilingual education in Xinjiang mainly refers to the language teaching of Chinese and other nationalities. The bilingual students in Xinjiang refer to being educated in the teaching of Chinese and Uygur language. Ten percent of the students in Uygur High School have learned their mother tongue (. So their English learning process is a third language acquisition. Because of their language environment. This study is based on comparative analysis theory, error theory and transfer analysis model. A writing test was conducted on 50 Uygur students in bilingual class of No. 8th Middle School in Yining, Xinjiang. Translation tests were conducted to study the negative syntactic transfer phenomenon in the process of English acquisition of Uygur senior high school bilingual students. This paper mainly analyzes the wrong influence and function of Uygur bilingual students' native language (Uygur) syntax in target language (English) acquisition. What are the error-prone syntactic structures of Uygur bilingual students? (2) are there any negative transfer phenomena in these syntactic structures? The present study first determines the students' error-prone syntactic structures through writing tests, I. e) the use of prepositional nouns as adverbials in sentences and the use of the linked verbs and auxiliary verbs be. The use of relative clauses, such as the position of adverbs such as very / very much- / alwaystogether in the sentence. Second, the use of these five syntactic structures. The translation test is used to further examine whether these syntactic structures will produce negative transfer of mother tongue. Uygur senior high school bilingual students' acquisition of English L3) is really influenced by the negative transfer of native language L1) syntactic structure, which is highlighted in the above five syntactic structures. Finally, in view of the above research results. The author puts forward some countermeasures to reduce the phenomenon of negative transfer of mother tongue in order to improve the English learning effect of Uygur senior high school bilingual students.
【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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