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《A Study of Word Misuses in English Compositions of Chinese Senior High School Students》由會(huì)員上傳分享，免費(fèi)在線閱讀，更多相關(guān)內(nèi)容在學(xué)術(shù)論文-天天文庫(kù)。
1、AStudyofWordMisusesinEnglishCompositionsofChineseSeniorHighSchoolStudents摘要錯(cuò)誤分析是研究第二語(yǔ)言習(xí)得的一種重要方法本研究通過(guò)運(yùn)用錯(cuò)誤分析理論對(duì)具體語(yǔ)料進(jìn)行考察試圖回答兩個(gè)問(wèn)題1中國(guó)高一學(xué)生在英語(yǔ)寫(xiě)作中詞匯誤用的類(lèi)型主要有哪些2導(dǎo)致這些詞匯誤用的主要因素是什么本次研究涉及的語(yǔ)料是從高一學(xué)生78篇限時(shí)英語(yǔ)習(xí)作中選出的35篇文章研究結(jié)果表明高一英語(yǔ)習(xí)作中詞匯誤用可分為三類(lèi)詞形失誤詞義失誤和句法層面上的詞匯失誤其中句法層次上的詞匯失誤是這三
2、個(gè)失誤中比例最大的研究還發(fā)現(xiàn)語(yǔ)際間負(fù)遷移是導(dǎo)致這些失誤的最主要原因本文還結(jié)合以上發(fā)現(xiàn)探討了高中英語(yǔ)習(xí)作詞匯教學(xué)與學(xué)習(xí)的若干問(wèn)題關(guān)鍵詞錯(cuò)誤分析詞匯誤用英語(yǔ)寫(xiě)作負(fù)遷移ABSTRACTErroranalysisisanimportantapproachinsecondlanguageresearchThispaperbyapplyingtheproceduresoferroranalysisattemptstoaddressmisusesofwordsintheEnglishwritingsbySeniorHig
3、hIstudentsSpecificallyitistoanswerthefollowingtwoquestions1HowmanytypesofwordmisusesarethereintheEnglishwritingsofSeniorHighIstudents2WhatarethemainfactorsthatcausewordmisusesThecorpususedforthestudyis35timedEnglishcompositionswrittenbySeniorHighIstudentsT
4、heresultsshowthatthewordmisusesmainlyappearatthreelevelsmorphologysemanticsandsyntaxwithsyntacticerrorstakingthelargestproportionThestudyalsofindsthatthenegativeinterlingualtransferisthemostimportantfactorforwordmisusesBasedonthesefindingsthispaperfurtherp
5、roposessomesuggestionsonhowtoteachandlearnEnglishvocabularyKeywordserroranalysiswordmisusesEnglishwritingnegativetransferCONTENTS0Introduction11Literaturereview12Methodology221Researchquestions222Subjects323Datacollection324Dataanalysis33Resultsanddiscussi
6、on431Results432Discussion6321MorphologicalErrors6322SemanticErrors7323SyntacticErrors94Diagnosingerrors125Conclusion1551Majorfindings1352Implications1453Suggestions15WorksCited160IntroductionAccordingtoLongmandictionaryErroranalysisEAisdefinedasthestudyand
7、analysisoftheerrorsmadebysecondlanguagelearnersRichards159EAasanalternativetocontrastiveanalysiswasdevelopedasabranchofappliedlinguisticsinthe1960sarguingthatmanylearnererrorswereduetouniversallearningstrategiesratherthanlearnersmothertongueLinguistsandedu
8、catorshaveuseditasausefulmeanstoanalyzeproblemsfoundinL2learningwhichinturnhaveofferedsolutionstoavoidtheerrorsthatareexpectedtooccurInawordEAistoidentifystrategieswhichlearnersuseinlanguagelearningtrytoident
