本文選題：母語(yǔ)遷移 + 關(guān)聯(lián)詞��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：關(guān)聯(lián)詞指居于詞和詞或句與句的中間,擔(dān)任聯(lián)結(jié)職務(wù)的詞或詞組,是語(yǔ)篇銜接與連貫中不可或缺的一部分。此外,關(guān)聯(lián)詞的使用與學(xué)習(xí)者寫(xiě)作質(zhì)量密切相關(guān)。然而當(dāng)前很多英語(yǔ)學(xué)習(xí)者不能正確使用關(guān)聯(lián)詞,出現(xiàn)很多錯(cuò)誤。有研究指出這些錯(cuò)誤是母語(yǔ)遷移導(dǎo)致的。中國(guó)英語(yǔ)學(xué)習(xí)者關(guān)聯(lián)詞使用情況如何?漢語(yǔ)是否影響英語(yǔ)關(guān)聯(lián)詞習(xí)得?關(guān)聯(lián)詞遷移是如何隨著學(xué)習(xí)者學(xué)習(xí)水平提高而變化?這都是本文將探究的問(wèn)題。本文通過(guò)判斷母語(yǔ)遷移的統(tǒng)一框架及比較-歸納方法框架,對(duì)30名英語(yǔ)學(xué)習(xí)者歷時(shí)4學(xué)期的5次(共150篇)英語(yǔ)記敘文中的英語(yǔ)關(guān)聯(lián)詞母語(yǔ)遷移進(jìn)行了分析,旨在研究中國(guó)大學(xué)生英語(yǔ)記敘文中關(guān)聯(lián)詞的使用情況,分析漢語(yǔ)對(duì)英語(yǔ)關(guān)聯(lián)詞使用的影響及其如何隨二語(yǔ)水平的變化而變化。本文所使用記敘文文本由人工輸入電腦并標(biāo)注,再由Antconc3.4.4檢索出所需數(shù)據(jù),最后使用SPSS17.0對(duì)數(shù)據(jù)進(jìn)行分析。結(jié)果發(fā)現(xiàn):關(guān)聯(lián)詞使用頻率中,時(shí)間類(lèi)關(guān)聯(lián)詞(19%-39%)較高,添加類(lèi)關(guān)聯(lián)詞(14%-26%)及因果類(lèi)關(guān)聯(lián)詞(16%-25%)使用頻率較低;對(duì)比正確率發(fā)現(xiàn),時(shí)間類(lèi)關(guān)聯(lián)詞(96%)及轉(zhuǎn)折類(lèi)關(guān)聯(lián)詞(97%)正確率較高;關(guān)聯(lián)詞使用平均正確率隨著其英語(yǔ)學(xué)習(xí)水平提高呈折線趨勢(shì)。個(gè)人層面來(lái)看,每次各類(lèi)遷移中,正遷移比例多于負(fù)遷移比例,正負(fù)遷移比例從0到1不等;關(guān)聯(lián)詞遷移比例屈折變化,但大體仍為正遷移比例大于負(fù)遷移比例;不同學(xué)習(xí)者遷移情況存在個(gè)體差異。組群層面來(lái)看,各類(lèi)關(guān)聯(lián)詞遷移比例正遷移比例顯著大于兩類(lèi)負(fù)遷移比例,只有第一次中轉(zhuǎn)折類(lèi)關(guān)聯(lián)詞及三、四、五次添加類(lèi)關(guān)聯(lián)詞正遷移比例與兩類(lèi)負(fù)遷移比例無(wú)顯著差異;干擾性遷移與一致性遷移比例較小,且無(wú)顯著差異;五次記敘文寫(xiě)作中各類(lèi)關(guān)聯(lián)詞正遷移比例均高于兩類(lèi)負(fù)遷移比例;正遷移呈屈折變化,負(fù)遷移變化不明顯,均無(wú)顯著性差異。本研究對(duì)關(guān)聯(lián)詞研究及遷移研究有一定理論及實(shí)際意義:一方面,研究所采用的比較-歸納方法框架可能為今后遷移研究提供新思路;另一方面,本文研究結(jié)果可為先前關(guān)聯(lián)詞實(shí)證研究提供一定補(bǔ)充;此外,研究結(jié)果有助于幫助學(xué)習(xí)者區(qū)分中英關(guān)聯(lián)詞異同,使其能更好利用正遷移,減少負(fù)遷移,掌握關(guān)聯(lián)詞使用。
[Abstract]:Associative words refer to words or phrases in the middle of words and words or sentences and sentences, which are an indispensable part of cohesion and coherence of discourse. In addition, the use of relevance words is closely related to the quality of learners' writing. However, many English learners do not use the relevant words correctly and make many mistakes. Studies have pointed out that these errors are the result of mother tongue migration. What is the use of related words in Chinese EFL learners? Does Chinese affect the acquisition of English relevance words? How does the transfer of relevance words change with the improvement of learners' learning level? These are the questions this article will explore. By judging the unified framework of native language transfer and the framework of comparative inductive methods, this paper analyzes the transfer of the mother tongue of English related words in English narratives (150 English narratives) in 30 English learners, who have spent four semesters in 5 (150) English narratives. The purpose of this paper is to study the use of related words in Chinese college students' English narratives, and to analyze the influence of Chinese on the use of English related words and how they change with the change of second language level. The narrative text used in this paper is manually input into the computer and annotated, and then retrieved by Antconc3.4.4. Finally, SPSS17.0 is used to analyze the data. The results showed that in the frequency of using related words, the related words of time category were higher than those of other related words, and the correct rate of adding related words of time class was higher than that of other related words of time class, and the correct rate of adding related words of time class was higher than that of other related words of time class. The correct rate of comparison was higher than that of other related words, such as the correlation word of time class and the correlation word of turn class. With the improvement of English learning level, the average correct rate of use of relevance words tends to be broken line. At the individual level, the proportion of positive transfer is more than that of negative transfer, and the proportion of positive and negative transfer varies from 0 to 1, but the proportion of positive transfer is larger than that of negative transfer. There are individual differences in the transfer of different learners. At the cluster level, the proportion of positive transfer of all kinds of related words is significantly larger than that of two kinds of negative transfer, only the proportion of positive transfer of three, four, five times of addition of related words in the first time is not significantly different from that of the two types of negative transfer. The proportion of interference transfer and consistent transfer is small, and there is no significant difference; the proportion of positive transfer of all kinds of related words in five narrative writing is higher than that of two kinds of negative transfer; the positive transfer is inflectional, but the change of negative transfer is not obvious. There was no significant difference between the two groups. This study has some theoretical and practical significance for the study of relevance words and transfer: on the one hand, the comparative inductive framework adopted by the study may provide a new way of thinking for the study of transfer in the future; on the other hand, The results of this study can provide a certain supplement to the previous empirical study of relevance words. In addition, the findings can help learners to distinguish the similarities and differences between Chinese and English relevance words, so that they can make better use of positive transfer, reduce negative transfer, and master the use of relevance words.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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