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非英语专业大学生英语写作中动词使用的偏误分析

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-05-23编辑:lgg点击率:1149

论文字数:38547论文编号:org201705212135494485语种:英语论文 English地区:中国价格:$ 66

关键词:大学英语教学论文动词偏误分析理论中介语理论

摘要:本文是大学英语教学论文,本文基于错误分析理论、中介语理论,分析verberror类型,通过访谈和文本分析这些错误对大学生英语写作的原因。

Introduction

Research Background
In the four basic skills, writing is essential to learners’ synthetic ability. Writing hasalways been the most difficult part for college students of non-English majors. Writing isbased on the combination of four language skills and overall language proficiency (Koda332-46). As one of the most important learning skills of language output, writing has longbeen regarded as a major standard to testify the linguistic competence and the secondlanguage proficiency (Zheng Yuqin 78-80). Theoretical analysis on learners’ English writingsis prevalent, while empirical studies on learners’ English writings are not so popular in thepast years (Li Zhixue & Li Shaoshan 55-60). In fact, empirical study is a good way toillustrate the truth with the use of data analysis.Through looking at their writing materials, the author found that most of collegestudents she taught made mistakes when they were writing. And among the errors, those inverbs were most frequently seen. Many students were usually half-hearted about their writingtasks. Some students even could not write a complete sentence and they just translated thesentences with Chinese thinking pattern. Other students could write down some easysentences, but they might make mistakes when writing more complex sentences. For example,they might write too many predicates, or add a be-verb in front of the predicate.In the process of learning a foreign language, making mistakes is inevitable. In his bookApplied Psycholinguistics, Wang Chuming (92) observes that “errors is the window of thesoul, and through that window we can see the secret of the psychological learning process.”Yao Hongkun (79-81) believes that we can not be hard on students in actual English teachingand not be blind to them, either. He advocates the idea of “no mistakes, no progress.” ZhangQiuhui (5) took some effective teaching methods to the students and analyzed the errors instudents’ writing materials. Error Analysis is valuable for teachers to get effective teachingfeedback and foresee the difficulties students will meet, which will contribute to the practiceof teaching and the decrease of errors (Zhang Yi 145-47).
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Research Objectives
As an import and difficult part in grammar system, verbs play an important role insentence structures, no natter in English or in Chinese. Having a clear understanding aboutthe differences between Chinese and English is very helpful to communication. This is one ofthe major purposes of the contrastive study of the two languages. Therefore, it is verynecessary to find out as many effective approaches as possible to help learners to have abetter understanding of English verbs.There are a number of studies on Error Analysis in SLA. This study aims to explore thetypes of verb errors, the causes of the errors and the ways to improve non-English majors’English writing skill.
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Chapter One Literature Review

1.1Error Analysis
Error Analysis, which emerged in the late 1960s, and developed in the 70s in the UnitedStates, has a long history. People emphasize the research of learners’ language errorsthemselves, and confirm the properties, sources, and causes of errors to explain thepsychological process of foreign language learning and learners’ language systems. Thebiggest contribution of EA is that it has corrected people’s wrong understanding of languageerrors. Error论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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