迄今為止,語(yǔ)言遷移領(lǐng)域的最新理論是概念遷移假說。該假說認(rèn)為,不同的語(yǔ)言使用者在概念結(jié)構(gòu)和概念化模式上存在一定的差異。對(duì)于雙語(yǔ)或第二語(yǔ)言學(xué)習(xí)者來(lái)說,這些差異可能會(huì)在不同語(yǔ)言之間遷移。這意味著對(duì)語(yǔ)言遷移的研究將不再只是停留在對(duì)語(yǔ)言表層現(xiàn)象的分析上,如語(yǔ)法詞匯等,而是將重點(diǎn)放在探索學(xué)習(xí)者與母語(yǔ)概念系統(tǒng)的異同上。概念遷移現(xiàn)象可能反映在學(xué)習(xí)者習(xí)得目標(biāo)語(yǔ)的各個(gè)方面,包括詞匯搭配、時(shí)態(tài)語(yǔ)法、語(yǔ)言使用等。對(duì)于中國(guó)學(xué)生而言,在英語(yǔ)學(xué)習(xí)過程中,由于英漢兩種語(yǔ)言在介詞的概念范疇上劃分不同,這就使得英語(yǔ)介詞的使用成為中國(guó)學(xué)生面臨的一個(gè)主要問題。目前,國(guó)內(nèi)外對(duì)二語(yǔ)介詞習(xí)得與概念遷移之間的關(guān)系還沒有足夠的實(shí)證研究。然而,已有研究表明,對(duì)于不同國(guó)家的第二語(yǔ)言學(xué)習(xí)者來(lái)說,概念遷移是影響介詞習(xí)得的一個(gè)重要因素。英語(yǔ)寫作在高中受到了廣泛的關(guān)注。在英語(yǔ)寫作過程中,漢語(yǔ)的概念范疇,思維習(xí)慣與表達(dá)方式經(jīng)常會(huì)對(duì)高中生產(chǎn)生一定的影響,結(jié)果就會(huì)導(dǎo)致概念遷移與寫作錯(cuò)誤的產(chǎn)生。在學(xué)生寫作中所犯的各種錯(cuò)誤里,介詞錯(cuò)誤是不可低估的。因?yàn)榻樵~作為一個(gè)功能詞,經(jīng)常和句子的其他成分一起使用。在高中生寫作中介詞IN的使用頻率最高,是學(xué)生最喜歡使用的介...

【文章頁(yè)數(shù)】：83 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
ABSTRACT
Chapter I Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 Research significance
    1.4 Structure of the thesis
Chapter II Literature Review
    2.1 The definitions of terms
        2.1.1 Language transfer
            2.1.1.1 Definition of Language Transfer
            2.1.1.2 Development of Language Transfer
        2.1.2 Conceptual Transfer
            2.1.2.1 Proposition of Conceptual Transfer
            2.1.2.2 Definition of Conceptual Transfer
            2.1.2.3 Classification of Conceptual Transfer
            2.1.2.4 Premise of Conceptual Transfer
        2.1.3 Conceptual Transfer Hypothesis
    2.2 Research on Conceptual Transfer abroad and at home
        2.2.1 Research on Conceptual Transfer abroad
        2.2.2 Research on Conceptual Transfer at home
            2.2.2.1 Theoretical researches
            2.2.1.2 Empirical researches
    2.3 Theoretical Foundations
Chapter III Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Ant Conc
        3.3.2 Stimulated Recall
    3.4 Research procedures
        3.4.1 Data collection
        3.4.2 Data analysis
Chapter IV Results and Discussion
    4.1 Results and discussion of Ant Conc searching
        4.1.1 The analysis of pilot test
        4.1.2 The analysis of writing corpus
            4.1.2.1 Conceptual Transfer analysis of Entry1
            4.1.2.2 Conceptual Transfer analysis of Entry2
            4.1.2.3 Conceptual Transfer analysis of Entry3
Chapter Ⅴ Conclusion
    5.1 Major findings
    5.2 Implications for senior high school’s English writing teaching
    5.3 Limitations and prospects for future study
References
Appendix 1
Appendix 2
Appendix 3
Acknowledgements



本文編號(hào)：4034209