英语论文网

1.1 Research Background
传统的，视为英语学习的四个基本技能之一，写作已经在英语测试中占据着重要的地位，在中国占不同的比例从15％上升到25％CET4 / 6和TEM 4/8。同时，英语写作一直被认为是一个困难的技巧，以及为中国英语学习者的一个薄弱点。即使对于那些英语专业的学生有比较好的掌握阅读和听力技能，写作能力仍然是不满意的，因为他们犯了各种各样的错误，从词法调用埃维尔句法和语篇的水平，同时进行写作任务。鉴于这一事实，它需要进行相关研究的特点和这些错误的来源，并提供第二语言学习和教学的一种辅助手段，通过采用基于语料库的方法，这是被广泛应用在错误分析L2投入书面据从中国学习者英语语料库（CLEC），国内首家书面语料库的统计，有11个类型的错误，其中“语法错误的比例高达15.993”（桂诗春和杨惠中11）。语法错误主要包括结构性短缺（SN8）（SN9）标点符号，运行句子（SN1）和句子片段（SN2）。由于运行句子错误覆盖比例为18.28％，在所有这些语法错误，值得研究人员的高度重视运行的特征和来源调查句子错误，从而提供相应的一些教学的影响。Traditionally, seen as one of the four basic skills of EFL learning, writing has been occupyingan important position in English tests in China, accounting for different proportions from15% up to 25% in CET4/6 and TEM 4/8 respectively. Meanwhile, English writing has alwaysbeen considered as a difficult skill as well as a weak point for Chinese EFL learners. Even forthose English majors who have a relatively good mastery of reading and listening skills,writing ability is still unsatisfactory, for they commit a variety of errors ranging from lexicallevel to syntactic and discourse levels while performing writing tasks. In view of this fact, itis necessary to conduct relevant studies on the features and sources of these errors andprovide an aid to second language learning and teaching by adopting corpus-based approach,which is being put into wider application in the error analysis of L2 writingAccording to the statistics from Chinese Learner English Corpus(CLEC), the first domesticwritten corpus, there are totally 11 types of errors, among which “the proportion of syntacticerrors take up 15.993” (桂诗春&杨惠中 11). Syntactic errors mainly include structuraldeficiency (sn8), punctuation (sn9), run-on sentence (sn1) and sentence fragment (sn2). Sincerun-on sentence errors cover the proportion of 18.28% in all these syntactic errors, it deservesresearchers’ great attention to investigating the feature and source of run-on sentence errorsso as to provide some pedagogical implications correspondingly.
In order to achieve this goal, the study makes use of a self-built learner corpus (107,907tokens), which consists of 474 compositions written by 79 English majors from HarbinEngineering University (HEU) in their six-term final examinations of the course“Comprehensive Reading”. Since the study focuses on the subjects’ compositions in theirthree-year study, it is therefore a longitudinal one in nature.Compared with synchronic corpus, longitudinal studies have many advantages over it, for inlongitudinal studies, data about a single learner or a small number of learners are usuallycollected over a prolonged period of time. In this way researchers can better describe andreflect the diversity and developmental patterns of learners’ interlanguage across certainperiods. For this reason, the present study with the data collected across six terms is expectedto reflect the changing patterns of run-on sentence errors in six terms.

1.2 Major Concerns of the Study
The study differs from some previous studies on run-on sentence errors, for it gives a specificand systematic description of this error from a longitudinal view. The present study has itsmajor concerns in the following aspects:On the one hand, the study makes use of a learner corpus, which is composed of 474compositions written by English majors in the final examinations of six terms and designed tostudy each type of error in students本论文由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。