职业高中生的英语写作错误分析与纠错研究
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摘要
众所周知,“写”作为语言输出的一种方式,是人类交际活动中必不可少的途径。因此,在基础英语教学中,“写”是中学生必须掌握的四项基本技能(即,听、说、读、写)之一。然而,职业中学的学生作文得分普遍较低。其原因何在?本文作者在十来年的教学实践中发现,学生的作文中存在大量的语言错误---主要为语法错误和词汇错误,这是学生得分率低的主要原因。为了更好地提高学生的作文水平,作者进行了本研究。在第一章中,作者陈述了进行本实验的原因,待解决问题以及错误的意义。而后,在第二、三章中,作者收集了学生作文中常见的一些错误,并对它们进行了分类,利用“对比分析”、“错误分析”及“中介语”的相关理论为依据,对这些常见错误进行了分析。
针对这些错误,教师怎样纠正它们呢?在第四章中,作者首先在她所任教的满城职业中学各年级中随机抽取了部分学生来做问卷调查,以了解学生对待写作中语言错误的态度和所喜欢的纠错策略。同时,作者还调查了两个职业中学中英语老师对待错误的态度和所喜欢的纠错策略。通过调查发现,教师和学生都认为英语写作中的错误是不可避免的;而且都认为自我纠错最有效可行。在此调查的基础上,作者在她所教的一年级的两个平行班中开展了一项实验。其中一个班采用教师指导的自改作文法(integrated self-correction),即教师利用改错符号做出标记,然后学生自己改正;另一个班是单纯教师纠错(teacher’s correction),即传统的全批全改方式。此实验进行了一学期,通过对前后两次英语作文成绩的数据分析得出结论,学生自改作文更为有效。最后,为了了解两个班学生对本学期所采取的纠错策略的看法,她对部分学生进行了访谈。
通过错误分析和纠错法的实验,作者在第五、六章中阐述了本实验的结论及其对我们今后教学的启示。同时,作者指出了本论文的不足之处,并期望今后继续进行实验,以期更好的改善我们的英语作文教学。最后,作者对全文进行了简要的归纳。
As we all know, writing, as an important skill of language output, is an indispensable goal for EFL learning. Therefore, in Basic English teaching, the ability to write is considered to be one of the four basic skills (listening, speaking, reading and writing) that the students must master. However, writing has long been a weak point in vocational middle school English teaching practice. The students can only get a low score in the test, which, to some extent, greatly influenced their English scores. What are the causes of this? From the author’s ten years English teaching experience, she finds that there exist lots of errors, most of which are lexical errors and grammatical errors. In order to improve the students’English writing skill, the author made the experiment. In Part I, she explains the reasons for the present research, presents the research questions and also illustrates the significance of learners’errors. Then in Part II and Part III, she collected some commonly committed errors in vocational middle school students’compositions, then she employed the theories of CA, EA and IL to analyze them.
This paper is an attempt to deal with these written errors. In Part IV, a survey was made by the author beforehand. In the survey, two questionnaires are designed which concern the students and the teachers’attitudes towards error and error correction respectively. The questionnaire concerning the students was randomly distributed to 190 Vocational students of Mancheng; and 30 English teachers from two vocational schools were asked to answer the questionnaire as well. The result shows that almost all the students and teachers hold positive attitude toward errors and most of them prefer students’self-correction. Is the students’self-correction more effective? In order to testify this, the author made an experiment on error correction techniques, one is the traditional way---teachers correct all the errors; the other is student-self correction. The students of the experiment are from two parallel classes, who are both from Grade 1 in the vocational middle school of Man Cheng; the experiment lasted for about one term. According to the analysis of the pre-test and post-test of the students’writings, the author reached the conclusion that students’ self-correction is more effective than total teacher correction. Later, as to how the students think of these correction techniques, the author made an interview among the students.
Based on the study of the students’errors and correction techniques, in Part V, the author illustrates the findings and discusses the results of the experiment. Then in Part VI, some implications and suggestions are discussed for EFT in the future; Limitations of the present study are touched upon as well. Later, the conclusion of the thesis is given in Part VII.
针对这些错误,教师怎样纠正它们呢?在第四章中,作者首先在她所任教的满城职业中学各年级中随机抽取了部分学生来做问卷调查,以了解学生对待写作中语言错误的态度和所喜欢的纠错策略。同时,作者还调查了两个职业中学中英语老师对待错误的态度和所喜欢的纠错策略。通过调查发现,教师和学生都认为英语写作中的错误是不可避免的;而且都认为自我纠错最有效可行。在此调查的基础上,作者在她所教的一年级的两个平行班中开展了一项实验。其中一个班采用教师指导的自改作文法(integrated self-correction),即教师利用改错符号做出标记,然后学生自己改正;另一个班是单纯教师纠错(teacher’s correction),即传统的全批全改方式。此实验进行了一学期,通过对前后两次英语作文成绩的数据分析得出结论,学生自改作文更为有效。最后,为了了解两个班学生对本学期所采取的纠错策略的看法,她对部分学生进行了访谈。
通过错误分析和纠错法的实验,作者在第五、六章中阐述了本实验的结论及其对我们今后教学的启示。同时,作者指出了本论文的不足之处,并期望今后继续进行实验,以期更好的改善我们的英语作文教学。最后,作者对全文进行了简要的归纳。
As we all know, writing, as an important skill of language output, is an indispensable goal for EFL learning. Therefore, in Basic English teaching, the ability to write is considered to be one of the four basic skills (listening, speaking, reading and writing) that the students must master. However, writing has long been a weak point in vocational middle school English teaching practice. The students can only get a low score in the test, which, to some extent, greatly influenced their English scores. What are the causes of this? From the author’s ten years English teaching experience, she finds that there exist lots of errors, most of which are lexical errors and grammatical errors. In order to improve the students’English writing skill, the author made the experiment. In Part I, she explains the reasons for the present research, presents the research questions and also illustrates the significance of learners’errors. Then in Part II and Part III, she collected some commonly committed errors in vocational middle school students’compositions, then she employed the theories of CA, EA and IL to analyze them.
This paper is an attempt to deal with these written errors. In Part IV, a survey was made by the author beforehand. In the survey, two questionnaires are designed which concern the students and the teachers’attitudes towards error and error correction respectively. The questionnaire concerning the students was randomly distributed to 190 Vocational students of Mancheng; and 30 English teachers from two vocational schools were asked to answer the questionnaire as well. The result shows that almost all the students and teachers hold positive attitude toward errors and most of them prefer students’self-correction. Is the students’self-correction more effective? In order to testify this, the author made an experiment on error correction techniques, one is the traditional way---teachers correct all the errors; the other is student-self correction. The students of the experiment are from two parallel classes, who are both from Grade 1 in the vocational middle school of Man Cheng; the experiment lasted for about one term. According to the analysis of the pre-test and post-test of the students’writings, the author reached the conclusion that students’ self-correction is more effective than total teacher correction. Later, as to how the students think of these correction techniques, the author made an interview among the students.
Based on the study of the students’errors and correction techniques, in Part V, the author illustrates the findings and discusses the results of the experiment. Then in Part VI, some implications and suggestions are discussed for EFT in the future; Limitations of the present study are touched upon as well. Later, the conclusion of the thesis is given in Part VII.
引文
Adjemian, C. 1976. “On the nature of interlanguage systems”. Language Learning Vol.26, No.2.
Allwright, R. L. 1975. “Problem in the study of teacher’s treatment of learner error”. In M, Burt & H,Dulay (eds.). On TEFOL:96-109. Washington D.C. : TESOL.
Brown, H.D. 2002. Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
Brown, L.1993. The New Shorter Oxford English Dictionary on Historical Principles. The Clarendon Press, Oxford.
Burt, M. and Kiparsky, C. 1972. The Gooficon: A Repair Mannual for English. Newbury House, Rowley, MA.
Chandler, J. 2003. “The efficiency of various kinds error feedback for improvement in the accuracy and fluency of L2 studnets writing”. Journal of Second Language Writing 12:267-296.
Corder, S.P. 1981. Error Analysis and Interlanguage. Oxford:Oxford University Press
Corder, S.P. 1971. “Idiosyncratic dialects and error analysis”, International Review of Applied Linguistics Vol.9 No.2: 147-160.
Corder,S.P.1973. Introducing Applied Linguistics. Harmondsworth,Great Brtain:Penguin.
Corder, S.P. 1975. “Error Analysis, Interlanguage and second language acquisition (Survey Article)”, Language Teaching and Linguistics Abstracts Vol.8:201-218.
Corder, S.P., 1967. “The Significance of Learner’s errors”. International Review of Applied Linguistics. Vol.5 No.4: 161-170
Croft Keneneth, 1980. Readings on English as a Second Language –For Teachers and Teacher Trainers (Second Edition). Cambridge, Massachusettes.
Edge, J. 1989. Mistakes and Correction. Longman, London.
Ehri, L.C., Gibbs, A.C. and Underwood, T.L. 1988. “Influence of errors on learning the spellings of English words”, Contemporary Educational Psychology. Vol.13: 236-253
Ellis, R.1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R.1999. Understanding Second Language Acqusition. Shanghai Foreign Language Education Press.
Fathman, A.K. and Whalley, E. 1990. “Teacher response to student writing: focus on form versus content”, in B. Kroll (ed.), Second Language Writing: Research Insights for the Classroom. Cambridge University Press, Cambridge. pp.178-90.
Fries, C.C. 1952. The Structure of English: An Introduction to the Construction of English sentences. Harcourt Brace, New York.
Gatbonton, E. 1983. “Patterned phonetic variability in second language speech: a gradual diffusion model”, in B.W. Robinett and J. Schachter(eds), Second Language Learning: Contrastive Analysis, Error Analysis and Related Aspects. University of Michigan Press, Ann Arbor, MI. pp.240-255.
George, H.V. 1972. Common Errors in Language Learning: Insights from English. Newbury House, Rowley, MA.
Hammarberg,B. 1974. “On the insufficiency of error analysis”, IRAL(International Review of Applied Linguistics) Vol.12:185-192.
Hendrickenson, J.M. 1980. “The treatment of error in written work”. Modern language journal Vol.64: 216-221.
James, Carl. 1980. Contrastive Analysis. Longman, London.
James, Carl. 1991a. Review of M. O’Malley. And A.U. Chamot, Learning Strategies in Second Language Acquisition. Cambridge University Press, Cambridge, 1990. In System Vol.19 No.3: 321-323.
James, Carl. 1991b. “The ‘monitor model’ and the role of the first language”, in V. Ivir and D. Kalogjera(eds), Languages in Contact and Contrast: Essays in Contact Linguistics. Mouton de Gruyter, Berlin. pp.249-260.
James, Carl. 2001. Errors in Language Learning and Use: exploring error analyses. Foreign Language Teaching and Research Press.
James, Carl. 2001. Errors in Language Learning and Use: Exploring Error Analysis. Foreign Language Teaching and Research Press.
Kaufmann, L. M. 1993. “Please correct me if I am wrong”, Unpublished paper presented at the 10th AILA Congress, Amsterdam, August 1993.
Krashen, S. 1982. Principles and practice in second language acquisition. Oxford: Pergamon Press.
Lado, R. 1957. Linguistics Across Cultures. University of Michigan Press, Ann Arbor, MI.
Leki, I. 1991b. “The preferences of ESL students for error correction in college-level writing classes”, Foreign Language Annuals Vol.24 No.3: 203-218
Long, M. H. 1977. “Teacher feedback on learner errors: mapping cognition”. TEFOL, Washington D.C.: TESOL. pp.278-294
Makino, T.Y. 1993. “Learner self-correction in EFL writer composition”. ELT Journal Vol.47 No.4: 337-341.
Nemser, W. 1971. “Approximative systems of foreign language learners”, International Revue of Applied Linguistics Vol.9 No.2: 115-123.
Norrish,J. 1983 Language learners and their errors. Macmillan, London.
Nuttall,C. 1982. Teaching Reading Skills in a Foreign Language. London: Heinemmann.
Odlin, T. 1989. Language Transfer: Cross-Linguistic Influence in Language Learning. Cambridge university Press, Cambridge.
Richards, J. 1971. Error analysis and second language strategies. [J] Language Science
Richards, J. et al. 1985. Longman Dictionary of Applied Linguistic. [Z] London: Longman
Schachter, J. 1974. ‘An error in error analysis’, Language Learning. Vol.24 No.2: 205-214.
Seliger,H.W. 1977. “Does practice make perfect? A study of interaction patterns and L2 competence”, Language Learning Vol.27: 263-275.
Selinker,L. 1972. ‘Interlanguage’ in Richards(ed.) 1974.
Silva, T. 1990. Second language composition instruction : developments, issues, and directions in ESL. In Kroll.
Swain, M.1995. “Three functions of output in second language learning”. In G. Cook and Seildlhofer (eds.). Principles and Practice in Applied Linguistics: Studies in Honor of H.G. Widdowson. Oxford:OUP, pp.125-144.
Tomasello, M. and Herron, C. 1988. “Down the garden path: inducing and correcting overgeneralization errors in the foreign language classroom”, Applied Linguistics Vol. 9: 237-246.
Tomasello, M. and Herron, C. 1989. “Feedback for language transfer errors: the garden path technique”, Studies in Second Language Acquisition Vol1:385-395
Tsang,Wai-King. 1990. “Comparing the effects of reading and writing on writing performance”. Applied Linguistics. Vol.17 No.2: 210-233.
Weinreich, U. 1953. Languages in Contact. Mouton, The Hague.
戴宗显,王立善,2005. English for Vocational School (Book I). Language and Culture Press. http://www:ywcbs.com
任学良,1981. 《汉英比较语法》, 中国社会科学出版社。
吴洁敏,1982. 《汉英语法手册》, 知识出版社。
Allwright, R. L. 1975. “Problem in the study of teacher’s treatment of learner error”. In M, Burt & H,Dulay (eds.). On TEFOL:96-109. Washington D.C. : TESOL.
Brown, H.D. 2002. Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
Brown, L.1993. The New Shorter Oxford English Dictionary on Historical Principles. The Clarendon Press, Oxford.
Burt, M. and Kiparsky, C. 1972. The Gooficon: A Repair Mannual for English. Newbury House, Rowley, MA.
Chandler, J. 2003. “The efficiency of various kinds error feedback for improvement in the accuracy and fluency of L2 studnets writing”. Journal of Second Language Writing 12:267-296.
Corder, S.P. 1981. Error Analysis and Interlanguage. Oxford:Oxford University Press
Corder, S.P. 1971. “Idiosyncratic dialects and error analysis”, International Review of Applied Linguistics Vol.9 No.2: 147-160.
Corder,S.P.1973. Introducing Applied Linguistics. Harmondsworth,Great Brtain:Penguin.
Corder, S.P. 1975. “Error Analysis, Interlanguage and second language acquisition (Survey Article)”, Language Teaching and Linguistics Abstracts Vol.8:201-218.
Corder, S.P., 1967. “The Significance of Learner’s errors”. International Review of Applied Linguistics. Vol.5 No.4: 161-170
Croft Keneneth, 1980. Readings on English as a Second Language –For Teachers and Teacher Trainers (Second Edition). Cambridge, Massachusettes.
Edge, J. 1989. Mistakes and Correction. Longman, London.
Ehri, L.C., Gibbs, A.C. and Underwood, T.L. 1988. “Influence of errors on learning the spellings of English words”, Contemporary Educational Psychology. Vol.13: 236-253
Ellis, R.1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R.1999. Understanding Second Language Acqusition. Shanghai Foreign Language Education Press.
Fathman, A.K. and Whalley, E. 1990. “Teacher response to student writing: focus on form versus content”, in B. Kroll (ed.), Second Language Writing: Research Insights for the Classroom. Cambridge University Press, Cambridge. pp.178-90.
Fries, C.C. 1952. The Structure of English: An Introduction to the Construction of English sentences. Harcourt Brace, New York.
Gatbonton, E. 1983. “Patterned phonetic variability in second language speech: a gradual diffusion model”, in B.W. Robinett and J. Schachter(eds), Second Language Learning: Contrastive Analysis, Error Analysis and Related Aspects. University of Michigan Press, Ann Arbor, MI. pp.240-255.
George, H.V. 1972. Common Errors in Language Learning: Insights from English. Newbury House, Rowley, MA.
Hammarberg,B. 1974. “On the insufficiency of error analysis”, IRAL(International Review of Applied Linguistics) Vol.12:185-192.
Hendrickenson, J.M. 1980. “The treatment of error in written work”. Modern language journal Vol.64: 216-221.
James, Carl. 1980. Contrastive Analysis. Longman, London.
James, Carl. 1991a. Review of M. O’Malley. And A.U. Chamot, Learning Strategies in Second Language Acquisition. Cambridge University Press, Cambridge, 1990. In System Vol.19 No.3: 321-323.
James, Carl. 1991b. “The ‘monitor model’ and the role of the first language”, in V. Ivir and D. Kalogjera(eds), Languages in Contact and Contrast: Essays in Contact Linguistics. Mouton de Gruyter, Berlin. pp.249-260.
James, Carl. 2001. Errors in Language Learning and Use: exploring error analyses. Foreign Language Teaching and Research Press.
James, Carl. 2001. Errors in Language Learning and Use: Exploring Error Analysis. Foreign Language Teaching and Research Press.
Kaufmann, L. M. 1993. “Please correct me if I am wrong”, Unpublished paper presented at the 10th AILA Congress, Amsterdam, August 1993.
Krashen, S. 1982. Principles and practice in second language acquisition. Oxford: Pergamon Press.
Lado, R. 1957. Linguistics Across Cultures. University of Michigan Press, Ann Arbor, MI.
Leki, I. 1991b. “The preferences of ESL students for error correction in college-level writing classes”, Foreign Language Annuals Vol.24 No.3: 203-218
Long, M. H. 1977. “Teacher feedback on learner errors: mapping cognition”. TEFOL, Washington D.C.: TESOL. pp.278-294
Makino, T.Y. 1993. “Learner self-correction in EFL writer composition”. ELT Journal Vol.47 No.4: 337-341.
Nemser, W. 1971. “Approximative systems of foreign language learners”, International Revue of Applied Linguistics Vol.9 No.2: 115-123.
Norrish,J. 1983 Language learners and their errors. Macmillan, London.
Nuttall,C. 1982. Teaching Reading Skills in a Foreign Language. London: Heinemmann.
Odlin, T. 1989. Language Transfer: Cross-Linguistic Influence in Language Learning. Cambridge university Press, Cambridge.
Richards, J. 1971. Error analysis and second language strategies. [J] Language Science
Richards, J. et al. 1985. Longman Dictionary of Applied Linguistic. [Z] London: Longman
Schachter, J. 1974. ‘An error in error analysis’, Language Learning. Vol.24 No.2: 205-214.
Seliger,H.W. 1977. “Does practice make perfect? A study of interaction patterns and L2 competence”, Language Learning Vol.27: 263-275.
Selinker,L. 1972. ‘Interlanguage’ in Richards(ed.) 1974.
Silva, T. 1990. Second language composition instruction : developments, issues, and directions in ESL. In Kroll.
Swain, M.1995. “Three functions of output in second language learning”. In G. Cook and Seildlhofer (eds.). Principles and Practice in Applied Linguistics: Studies in Honor of H.G. Widdowson. Oxford:OUP, pp.125-144.
Tomasello, M. and Herron, C. 1988. “Down the garden path: inducing and correcting overgeneralization errors in the foreign language classroom”, Applied Linguistics Vol. 9: 237-246.
Tomasello, M. and Herron, C. 1989. “Feedback for language transfer errors: the garden path technique”, Studies in Second Language Acquisition Vol1:385-395
Tsang,Wai-King. 1990. “Comparing the effects of reading and writing on writing performance”. Applied Linguistics. Vol.17 No.2: 210-233.
Weinreich, U. 1953. Languages in Contact. Mouton, The Hague.
戴宗显,王立善,2005. English for Vocational School (Book I). Language and Culture Press. http://www:ywcbs.com
任学良,1981. 《汉英比较语法》, 中国社会科学出版社。
吴洁敏,1982. 《汉英语法手册》, 知识出版社。