本文選題：高中英語寫作 + 錯誤分析��； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：高中英語是高中階段學(xué)生學(xué)習(xí)的重要內(nèi)容,其中英語寫作在高中英語學(xué)習(xí)中占有非常重要的地位。根據(jù)《普通中學(xué)英語課程標(biāo)準(zhǔn)》中,提出了九級標(biāo)準(zhǔn),其中八級標(biāo)準(zhǔn)是高中畢業(yè)生必須達到的,在寫作方面的具體要求是要讓學(xué)生能夠?qū)懗稣Z意連貫,并且結(jié)構(gòu)完整的短文。但是目前高中學(xué)生的寫作得分仍然較低,而在英語寫作教學(xué)中,學(xué)校往往沒有開設(shè)專門的寫作課,為學(xué)生進行寫作訓(xùn)練。近些年來,國內(nèi)外研究者通過語料庫方法對學(xué)生的寫作錯誤進行錯誤分析,試圖找到學(xué)生寫作錯誤根源以及寫作教學(xué)策略。本研究的研究問題:1)高中生的英語寫作常見錯誤有哪些?2)高中生不同年段的寫作錯誤是否相同?3)寫作錯誤的主要原因是什么?為了解決這三個問題,本文在錯誤分析理論和中介語理論的基礎(chǔ)上,采用數(shù)據(jù)統(tǒng)計、問卷調(diào)查、語料庫的方法,對學(xué)生當(dāng)前高中英語寫作錯誤開展調(diào)查研究,分析清楚他們寫作中的各種錯誤類型。本文對漳州第三中學(xué)的三個年級的學(xué)生進行作文采樣分析。在三個年段中,每個年段期中考抽取100份作文,共300份。筆者通過自建語料庫分析寫作語料,綜合調(diào)查問卷,對產(chǎn)生這些錯誤的原因做了分析和討論。本研究的目標(biāo)之一是幫助教育者尋找寫作教學(xué)的策略和方法,以提高學(xué)生的寫作能力。本研究通過語料庫和SPSS軟件進行分析比較,最后研究結(jié)果表明:1)學(xué)生寫作錯誤主要集中在詞形錯誤、動詞詞組錯誤、搭配錯誤、句法錯誤和名詞詞組錯誤。不同年級的寫作錯誤部分大致相同,但是越高年級的學(xué)生錯誤總數(shù)有明顯的降低,并且在詞形、動詞、名詞句法等方面的錯誤有所減少;2)總體來說,高二年級的時候,學(xué)生的錯誤都比高一的時候明顯減少;而在高二到高三年段的時候,各項錯誤都漸漸趨于平穩(wěn);3)通過對收集到的語料用語際錯誤和語內(nèi)錯誤兩個方面對錯誤進行分析,由此得知產(chǎn)生錯誤的原因主要有兩點:其一,學(xué)生在學(xué)習(xí)目的語的過程中,由于本族語語法規(guī)則的負遷移導(dǎo)致他們在學(xué)習(xí)目的語的時候經(jīng)常出現(xiàn)語法錯誤。其二,學(xué)生對目的語語言知識掌握不足,比如對規(guī)則過度概括或忽略,對概念理解不足,這些都會導(dǎo)致學(xué)生寫作時,出現(xiàn)錯誤。本研究進一步證明了運用語料庫的方法可以幫助教師了解學(xué)生的寫作錯誤情況,同時能夠通過錯誤分析,深入了解學(xué)生寫作錯誤的原因,進一步預(yù)測學(xué)生可能會出現(xiàn)的錯誤,從而找到適合的寫作教學(xué)方法和策略。本文通過對寫作文本的調(diào)查,為教師提供了一些寫作教學(xué)建議,對學(xué)生加強寫作指導(dǎo)和寫作技巧等,并通過錯誤分析,提高學(xué)生的寫作積極性。
[Abstract]:High school English is an important part of senior high school students' learning, and English writing plays a very important role in senior high school English learning. According to the Standard of English Curriculum in General Middle School, this paper puts forward the CET-9 standard, in which the CET-8 standard must be met by high school graduates, and the specific requirement in writing is to enable students to write short essays with coherent meaning and complete structure. However, the writing scores of senior high school students are still low, and in English writing teaching, there is no special writing course for the students. In recent years, researchers at home and abroad have used corpus methods to analyze students' writing errors in an attempt to find out the root causes of students' writing errors and writing teaching strategies. What are the main causes of high school students' English writing errors? In order to solve these three problems, on the basis of error analysis theory and interlanguage theory, this paper adopts the methods of data statistics, questionnaire survey and corpus to investigate the students' current English writing errors in senior high school. Analyze the types of errors in their writing. This article carries on the composition sampling analysis to the three grade students of Zhangzhou No.3 Middle School. In each of the three years, a total of 300 compositions were taken from each midterm exam. The author analyzes and discusses the causes of these errors by analyzing the writing corpus and synthesizing the questionnaire. One of the aims of this study is to help educators find strategies and methods to improve students' writing ability. In this study, the corpus and SPSS software are used to analyze and compare the errors. The results show that the students' writing errors are mainly in the form of words, verb phrases, collocation errors, syntactic errors and noun phrase errors. The writing errors in different grades are roughly the same, but the total number of errors in the higher grade students has decreased significantly, and the errors in the form of words, verbs, nouns and syntax have been reduced.) generally speaking, in the second year of senior high school, there was a decrease in the number of errors. The errors of the students were significantly reduced compared with those in the first year of senior high school, while in the second and third years of senior high school, the errors tended to be more and more stable.) the errors were analyzed in terms of the interlanguage errors and intra-lingual errors of the collected data. There are two main reasons for the errors. One is that students often make grammatical errors in the process of learning target language because of the negative transfer of the grammar rules of their native language. Second, students' inadequate knowledge of the target language, such as overgeneralization or neglect of rules and inadequate understanding of concepts, will lead to errors in students' writing. The present study further proves that the use of corpus can help teachers understand the students' writing errors, at the same time, through error analysis, we can deeply understand the causes of students' writing errors, and further predict the students' possible errors. In order to find the appropriate writing teaching methods and strategies. Through the investigation of the writing text, this paper provides some teaching suggestions for the teachers, strengthens the writing instruction and writing skills for the students, and improves the students' writing enthusiasm through the error analysis.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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