大学生英语写作中词汇错误的研究
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摘要
英语写作中学生对词汇的掌握运用是衡量作文质量的标准之一,也是体现学生写作表达能力的切口。而词汇的运用更能体现出他们对英语词汇的掌握程度,但是同样能反映出词汇教学中的教与学过程中存在的问题。如何改进词汇教学以及如何帮助学生有效地运用词汇一直是中国词汇教学需要解决的关键问题。本文试图通过一项实验性研究,来分析学习者在用词方面所出现的问题,以便能对词汇教学有所裨益。
这项教学研究以错误分析理论、语言迁移理论以及相关语义关系知识为理论基础,通过收集苏州市职业大学三个非英语专业班级115名学生的课堂作文,110份有效,认真批改,仔细研究了学生的词汇错误。并根据所收集的错误,将他们归类为三大类:相似词性混用、直译错误、语义关系不清等。进而又通过仔细分析,将每一大类又进行细分,得到结果为:拼写错误、词性混用;中英对等词误用、词汇搭配错误;以及近义词混用和滥用上限词等。并对每一种错误都举例分析,概括出词汇错误的几种原因。主要原因有:母语负迁移、语际因素、交际策略的影响、教师的误导以及不恰当的学习策略。通过以上分析和讨论,就词汇教学方面,本文试给予了一些建议,希望有助于促进词汇教学的发展。
How English learners master and use vocabulary in writing is not only an important criterion for their English writing, but also a crucial aspect to show their ability to express in English. Moreover, the use of English vocabulary in their writing can further represent how well they learn English vocabulary. But it can also reflect some existing faults in the vocabulary teaching and learning. How to improve vocabulary and how to help learners use words effectively are the main problems vocabulary teaching has to deal with. This thesis tries to do an experimental study, analyzing lexical errors in the hope of contributing to vocabulary teaching.
This study, based on theories of error analysis, language transfer, and lexical relations between words, is carried out by collecting in-class compositions written by 115 non-English majors from Suzhou Vocational University. Altogether 110 of the 115 copies are valid. These errors are classified into three categorizations: errors in synforms, errors in formation, and errors in lexical relations. As required, each category is further divided and five subcategories are obtained finally, that is, errors in spelling, errors in word class, errors of caiques, errors in lexical collocations, errors in synforms and errors in hyponyms. Causes of each type are offered by illustration. The major causes are as follows: interlingual errors, intralingual errors, the influence of communication strategy, the effect of teachers and inadequate learning strategies. Finally, according to the previous analysis and discussion, the author tries to give some suggestions on vocabulary teaching, hoping to contribute to the development of vocabulary teaching.
这项教学研究以错误分析理论、语言迁移理论以及相关语义关系知识为理论基础,通过收集苏州市职业大学三个非英语专业班级115名学生的课堂作文,110份有效,认真批改,仔细研究了学生的词汇错误。并根据所收集的错误,将他们归类为三大类:相似词性混用、直译错误、语义关系不清等。进而又通过仔细分析,将每一大类又进行细分,得到结果为:拼写错误、词性混用;中英对等词误用、词汇搭配错误;以及近义词混用和滥用上限词等。并对每一种错误都举例分析,概括出词汇错误的几种原因。主要原因有:母语负迁移、语际因素、交际策略的影响、教师的误导以及不恰当的学习策略。通过以上分析和讨论,就词汇教学方面,本文试给予了一些建议,希望有助于促进词汇教学的发展。
How English learners master and use vocabulary in writing is not only an important criterion for their English writing, but also a crucial aspect to show their ability to express in English. Moreover, the use of English vocabulary in their writing can further represent how well they learn English vocabulary. But it can also reflect some existing faults in the vocabulary teaching and learning. How to improve vocabulary and how to help learners use words effectively are the main problems vocabulary teaching has to deal with. This thesis tries to do an experimental study, analyzing lexical errors in the hope of contributing to vocabulary teaching.
This study, based on theories of error analysis, language transfer, and lexical relations between words, is carried out by collecting in-class compositions written by 115 non-English majors from Suzhou Vocational University. Altogether 110 of the 115 copies are valid. These errors are classified into three categorizations: errors in synforms, errors in formation, and errors in lexical relations. As required, each category is further divided and five subcategories are obtained finally, that is, errors in spelling, errors in word class, errors of caiques, errors in lexical collocations, errors in synforms and errors in hyponyms. Causes of each type are offered by illustration. The major causes are as follows: interlingual errors, intralingual errors, the influence of communication strategy, the effect of teachers and inadequate learning strategies. Finally, according to the previous analysis and discussion, the author tries to give some suggestions on vocabulary teaching, hoping to contribute to the development of vocabulary teaching.
引文
[1] Benson, M, Benson, E. & Ilson, R. 1997. The BBI Combinatory Dictionary of English: A Guide to word Cmobinations. Alnsterdajm: John Benjamins
[2] Brown, H. Douglas. 1987. Principles of language learning and teaching. Prentice-Hall Inc.
[3] Brown, H. Douglas. 2001. Teaching by principles: an interactive approach to language pedagogy. Beijing: Foreign Language Teaching and Research Press
[4] Cathcart, R. & Olsen, J. 1976. Teachers' and students' preferences for correction of classroom errors. In J. Fanselow & R. H. Crymes (Eds.). On TESOL 76 (pp.41-53). Washington, DC: TESOL
[5] Corder, S.P. 1967. The significance of learners' errors. Interactive review of applied linguistics, 5(2): 161-167
[6] Corder, S.P. 1981. Error analysis and inter language. Oxford: Oxford university press
[7] Higgs, T. V. & Clifford, R. 1982. The push toward communication. Curriculum, Competence and the Foreign Language Teacher. Skokie, III: National Textbook Co.
[8] James, C. 2001. Errors in Language Learning and Use: Exploring Error Analysis. Beijing: Foreign Language Teaching and Research Press
[9] Jiang, Nan. 2000. Lexical Representation and Development in a Second Language. Applied Linguistics, 21/1:47-77
[10] O' Malley, J.Michael & Uhl Chamot, A. 1999. Learning Strategies in Language Acquisition. Cambridge: Cambridge University Press
[11] Johnson, K. & Johnson, H. 2001. Encyclopedic Dictionary of applied Linguistics: A Handbook for Language Teaching. Beijing: Foreign Language Teaching and Research Press
[12] Laufer, B. & Hulstijn, J. 2001. Incidental vocabulary acquisition in a second language the construct of task-induced involvement Applied Linguistics: 22,1-26
[13] Leech, G. 1981. Semantics. Harmondsworth: Penguin Books
[14] Norish, J. 1983. Language Learners and Their Errors. New York: Macmillan Publishers Ltd.
[15] Odlin, T. 2001. Language Transfer: cross-linguistic influence in language learning. Cambridge: Cambridge University Press
[16] Palmer, F.R. 1976. Semantics. Cambridge: Cambridge University Press
[17] Richards, J. & Platt, J. 1996. Longman dictionary of applied linguistics. London: Longman press
[18] Rosch, E. 1976. Basic Objects in Natural categories. Cognitive psychology 8: 382-439
[19] Saceed, J.L. 1997. Semantics. Beijing: Foreign Language Teaching and Research Press
[20]Schmitt,N.2002.Vocabulary:description,acquisition and pedagogy.Shanghai:Shanghai Foreign Language Education Press
[21]Swan,M.2002.The Influence of the Mother Tongue on Second Language Vocabulary Acquisition and Use.Vocabulary:Description,Acquisition and Pedagogy.Shanghai:Shanghai Foreign Language Education Press
[22]Taylor,B.1975.The use of overgeneralization and transfer learning strategies by elementary and intermediate students in ESL.Language learning 25(1):73-107
[23]Theo Van Els.1977.Applied linguistics and the learning and teaching of foreign languages.London:Edward Arnold(publishers)Ltd.
[24]Yue Meiyun.1999.Applied linguistics.Nanjing Normal University
[25]陈玫,从纵聚合和横组合关系看英语写作中的措辞缺陷[J],外语与外语教学,2005,(6):32-35
[26]蔡虹.英语学生写作中的词类混用现象[J],解放军外国语学院学报,2002,(3):58-6
[27]戴曼纯,论第二语言词汇习得研究[J],外语教学与研究,2002,(1):138-144
[28]董耐婷,调整词汇教学 提高写作能力[J],外语界,2007,(1):47-51
[29]龚嵘,从大学英语学习者词汇错误看认知因素对二语词库表征的影响[J],外语界,2007,(1):39-45
[30]英杰、洪洋,试论错误分析在外语教学中的应用[J],外语学刊,2006,(6):94-96
[31]束定芳、王惠东,外语课堂教学功能的重新思考与定位[J],外语与外语教学,2004,(8):45-50
[2] Brown, H. Douglas. 1987. Principles of language learning and teaching. Prentice-Hall Inc.
[3] Brown, H. Douglas. 2001. Teaching by principles: an interactive approach to language pedagogy. Beijing: Foreign Language Teaching and Research Press
[4] Cathcart, R. & Olsen, J. 1976. Teachers' and students' preferences for correction of classroom errors. In J. Fanselow & R. H. Crymes (Eds.). On TESOL 76 (pp.41-53). Washington, DC: TESOL
[5] Corder, S.P. 1967. The significance of learners' errors. Interactive review of applied linguistics, 5(2): 161-167
[6] Corder, S.P. 1981. Error analysis and inter language. Oxford: Oxford university press
[7] Higgs, T. V. & Clifford, R. 1982. The push toward communication. Curriculum, Competence and the Foreign Language Teacher. Skokie, III: National Textbook Co.
[8] James, C. 2001. Errors in Language Learning and Use: Exploring Error Analysis. Beijing: Foreign Language Teaching and Research Press
[9] Jiang, Nan. 2000. Lexical Representation and Development in a Second Language. Applied Linguistics, 21/1:47-77
[10] O' Malley, J.Michael & Uhl Chamot, A. 1999. Learning Strategies in Language Acquisition. Cambridge: Cambridge University Press
[11] Johnson, K. & Johnson, H. 2001. Encyclopedic Dictionary of applied Linguistics: A Handbook for Language Teaching. Beijing: Foreign Language Teaching and Research Press
[12] Laufer, B. & Hulstijn, J. 2001. Incidental vocabulary acquisition in a second language the construct of task-induced involvement Applied Linguistics: 22,1-26
[13] Leech, G. 1981. Semantics. Harmondsworth: Penguin Books
[14] Norish, J. 1983. Language Learners and Their Errors. New York: Macmillan Publishers Ltd.
[15] Odlin, T. 2001. Language Transfer: cross-linguistic influence in language learning. Cambridge: Cambridge University Press
[16] Palmer, F.R. 1976. Semantics. Cambridge: Cambridge University Press
[17] Richards, J. & Platt, J. 1996. Longman dictionary of applied linguistics. London: Longman press
[18] Rosch, E. 1976. Basic Objects in Natural categories. Cognitive psychology 8: 382-439
[19] Saceed, J.L. 1997. Semantics. Beijing: Foreign Language Teaching and Research Press
[20]Schmitt,N.2002.Vocabulary:description,acquisition and pedagogy.Shanghai:Shanghai Foreign Language Education Press
[21]Swan,M.2002.The Influence of the Mother Tongue on Second Language Vocabulary Acquisition and Use.Vocabulary:Description,Acquisition and Pedagogy.Shanghai:Shanghai Foreign Language Education Press
[22]Taylor,B.1975.The use of overgeneralization and transfer learning strategies by elementary and intermediate students in ESL.Language learning 25(1):73-107
[23]Theo Van Els.1977.Applied linguistics and the learning and teaching of foreign languages.London:Edward Arnold(publishers)Ltd.
[24]Yue Meiyun.1999.Applied linguistics.Nanjing Normal University
[25]陈玫,从纵聚合和横组合关系看英语写作中的措辞缺陷[J],外语与外语教学,2005,(6):32-35
[26]蔡虹.英语学生写作中的词类混用现象[J],解放军外国语学院学报,2002,(3):58-6
[27]戴曼纯,论第二语言词汇习得研究[J],外语教学与研究,2002,(1):138-144
[28]董耐婷,调整词汇教学 提高写作能力[J],外语界,2007,(1):47-51
[29]龚嵘,从大学英语学习者词汇错误看认知因素对二语词库表征的影响[J],外语界,2007,(1):39-45
[30]英杰、洪洋,试论错误分析在外语教学中的应用[J],外语学刊,2006,(6):94-96
[31]束定芳、王惠东,外语课堂教学功能的重新思考与定位[J],外语与外语教学,2004,(8):45-50