高中学生英语口语训练偏误分析及纠正对策研究
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摘要
本文是对高中学生口语训练中常见偏误进行分析的纵向研究,高考虽然不测试英语口语,但口语却反映出该阶段语言表达的种种困难以及习得目标语言所遇困难时采取何种学习策略而面临的困惑。本研究试图发现学生英语口语表达时所犯偏误的共性,力图增强对偏误分析的理解。此外,唯愿通过对偏误的有效改正能提高学生的口语能力,短文改错能力进而提高学生写作及编故事的能力。就偏误修正而言,本文对诸如是否进行改错以及如何有效改错的问题进行阐述。
学习者在学习、使用语言中,他们所掌握的相对完备的母语对相对不完备的目的语产生很大影响,许多学习者常常根据自己对母语的感知,以及感知的母语和目的语的距离,在学习英语时产生迁移,导致偏误的自然出现。基于corder偏误分析步骤的模式,对受试所犯的偏误进行识别、描述、解释和评估,最终提出有效的改错方法。学生所犯错误可归为三类:其一为对英语词性认识不清所致。其二为母语迁移所致。其三为二语迁移即英语内部的迁移所致。上述发现表明学生出错乃是口语伊始受母语语义图式的驱使所致,尔后学生学习了更多的英语语言规范,他们便在新的语言情境下过度概括这些已习得的规范,从而导致了偏误的出现。
长期的外语教学和近几年的实验调查使我们得出结论:毋庸质疑,英语学习者所犯错误对学习者来说似乎无法避免,自然而然,并且长期困扰学习者的目的语学习。同类错误在一些学习者身上不断出现并呈现出特定的发展路线和表现形式,经历一定的发展周期。但这些并不意味着对此别无良策,听之任之,只要教师采取一些行之有效的纠错方法和技巧,并避免伤害学生学习英语的积极性,纠错自然极其奏效。
本研究从二零零五年九月开始,历时两年,在陇西一中高中一、二、三年级进行,受试为三、五两个班学生。本研究具体做法是:每节英语课都进行课前五分钟口语训练(Free Talk)。为了突出Free的含义,学生可以抽签定题,作即兴演讲,也可提前准备谈论自己喜欢的话题,还可与同学结伴表演,内容、题材统统不限,让学生在轻松愉快的心情中说完自己想说的东西。更让学生深感轻松的是如果学生犯了语言错误,老师决不会批评,而是很耐心地纠正所有错误。本研究分三个时段进行:第一阶段学生可自编讲稿,也可翻译他人作品,但拒绝抄袭;第二阶段尽可能多的自己编演讲内容;第三阶段要求学生运用想象,完全自创故事。这样,每节英语课基本都有错误可改。
通过本研究发现:(1)学生从犯错误到懂得怎么改错误的意识和其对目的语的熟悉程度有很大关系。由此可以推断学生要想少犯错误,必须先进行英语知识的可理解性输入。(2)学生口语训练中适度的偏误分析可提高学生短文改错的能力和写作能力。(3)从研究第三阶段的要求及学生的演讲可以得出结论:学生口语训练中适度的偏误分析可帮助学生更自如地编故事,培养想象力和创造力。
本文运用编误分析理论和定性分析的方法对英语口语训练中学生所犯错误的分析和纠正方法和途径展开分析和讨论,旨在从偏误分析的侧面揭示第二语言习得过程中的普遍性特征。
The paper is a longitudinal study of the students' errors in their spoken English training in senior Grade One, Two and Three. Short though it is, the thesis may show us what difficulties the students have when they output the language in spoken form at three stages, and what learning strategies they are employing when they have trouble acquiring the target language. What the study attempts to do is to discover some common characteristics in the students' making errors in the spoken English and tried to enrich our understanding of EA. Moreover, it is hoped that the students' speaking skill can be improved by effective error correction. As to error correction, the paper deals with several aspects like whether to correct errors and how to do correction in an effective way.
It has long been recognized that the learners' native language has an effect on the target language. Language transfer appeared because of the perception of the native language and the perceived distance between L1 and L2.
Based on the model provided by Corder, the subjects' errors are identified, described, explained, evaluated and finally some effective ways of correcting are suggested in the study. The errors committed by the students are categorized into three types which include errors caused by the students' ignorance of English parts of speech; errors due to L1 transfer and errors attributable to L2 transfer within English. These findings suggest that the students are mostly driven by native language semantic-schema at the outset of spoken English. And later on when the students learn more and more rules of English, they are likely to over-generalize the rules previously acquired in a new situation, which certainly results in errors.
From long time English teaching, the research and experiments during these years, the findings of this study are:
(1) The learners' committing errors and the perceptions of knowing how to correct errors are influenced by their L2 proficiency.
(2) The error analysis in spoken English training is highly conelated with the students' ability to correct in proofreading and writing.
(3) The error analysis in spoken English training can develop the students' imagination and creativity in making stories within some range.
The study was carried out in senior Grade One, Two and Three, No.1Middle School of Longxi county from September 2005 to September, 2007. The subjects are from Class 3 and Class 5. The concrete steps of the study are as follows: Each time before the English class, there must be someone doing five-minute free talk. How to be "free"? The participants can choose any topics they like to talk about almost immediately after they have the topics from the researcher. They can also prepare with their classmates ahead of time. The contents and styles are not limited, so they can do free talk under no stress. What's more, they always feel relaxed because they needn't worry about the blame for committing errors. The researcher would help to correct errors with great patience
The research was divided into three periods: during the first period, the participants could write their speech papers, they could also translate others' works, but copy was refused. In the second period: the participants made as many papers as they could. While in the third period: the participants were asked to create their own stories out of imagination. So in almost every English class, there must be errors to be corrected.
It is true that errors are unavoidable and natural in learning English. However, it does not imply that we may let it be. So long as teachers are prudent to follow some effective methods or techniques for error correction without embarrassing the students, correction will work.
学习者在学习、使用语言中,他们所掌握的相对完备的母语对相对不完备的目的语产生很大影响,许多学习者常常根据自己对母语的感知,以及感知的母语和目的语的距离,在学习英语时产生迁移,导致偏误的自然出现。基于corder偏误分析步骤的模式,对受试所犯的偏误进行识别、描述、解释和评估,最终提出有效的改错方法。学生所犯错误可归为三类:其一为对英语词性认识不清所致。其二为母语迁移所致。其三为二语迁移即英语内部的迁移所致。上述发现表明学生出错乃是口语伊始受母语语义图式的驱使所致,尔后学生学习了更多的英语语言规范,他们便在新的语言情境下过度概括这些已习得的规范,从而导致了偏误的出现。
长期的外语教学和近几年的实验调查使我们得出结论:毋庸质疑,英语学习者所犯错误对学习者来说似乎无法避免,自然而然,并且长期困扰学习者的目的语学习。同类错误在一些学习者身上不断出现并呈现出特定的发展路线和表现形式,经历一定的发展周期。但这些并不意味着对此别无良策,听之任之,只要教师采取一些行之有效的纠错方法和技巧,并避免伤害学生学习英语的积极性,纠错自然极其奏效。
本研究从二零零五年九月开始,历时两年,在陇西一中高中一、二、三年级进行,受试为三、五两个班学生。本研究具体做法是:每节英语课都进行课前五分钟口语训练(Free Talk)。为了突出Free的含义,学生可以抽签定题,作即兴演讲,也可提前准备谈论自己喜欢的话题,还可与同学结伴表演,内容、题材统统不限,让学生在轻松愉快的心情中说完自己想说的东西。更让学生深感轻松的是如果学生犯了语言错误,老师决不会批评,而是很耐心地纠正所有错误。本研究分三个时段进行:第一阶段学生可自编讲稿,也可翻译他人作品,但拒绝抄袭;第二阶段尽可能多的自己编演讲内容;第三阶段要求学生运用想象,完全自创故事。这样,每节英语课基本都有错误可改。
通过本研究发现:(1)学生从犯错误到懂得怎么改错误的意识和其对目的语的熟悉程度有很大关系。由此可以推断学生要想少犯错误,必须先进行英语知识的可理解性输入。(2)学生口语训练中适度的偏误分析可提高学生短文改错的能力和写作能力。(3)从研究第三阶段的要求及学生的演讲可以得出结论:学生口语训练中适度的偏误分析可帮助学生更自如地编故事,培养想象力和创造力。
本文运用编误分析理论和定性分析的方法对英语口语训练中学生所犯错误的分析和纠正方法和途径展开分析和讨论,旨在从偏误分析的侧面揭示第二语言习得过程中的普遍性特征。
The paper is a longitudinal study of the students' errors in their spoken English training in senior Grade One, Two and Three. Short though it is, the thesis may show us what difficulties the students have when they output the language in spoken form at three stages, and what learning strategies they are employing when they have trouble acquiring the target language. What the study attempts to do is to discover some common characteristics in the students' making errors in the spoken English and tried to enrich our understanding of EA. Moreover, it is hoped that the students' speaking skill can be improved by effective error correction. As to error correction, the paper deals with several aspects like whether to correct errors and how to do correction in an effective way.
It has long been recognized that the learners' native language has an effect on the target language. Language transfer appeared because of the perception of the native language and the perceived distance between L1 and L2.
Based on the model provided by Corder, the subjects' errors are identified, described, explained, evaluated and finally some effective ways of correcting are suggested in the study. The errors committed by the students are categorized into three types which include errors caused by the students' ignorance of English parts of speech; errors due to L1 transfer and errors attributable to L2 transfer within English. These findings suggest that the students are mostly driven by native language semantic-schema at the outset of spoken English. And later on when the students learn more and more rules of English, they are likely to over-generalize the rules previously acquired in a new situation, which certainly results in errors.
From long time English teaching, the research and experiments during these years, the findings of this study are:
(1) The learners' committing errors and the perceptions of knowing how to correct errors are influenced by their L2 proficiency.
(2) The error analysis in spoken English training is highly conelated with the students' ability to correct in proofreading and writing.
(3) The error analysis in spoken English training can develop the students' imagination and creativity in making stories within some range.
The study was carried out in senior Grade One, Two and Three, No.1Middle School of Longxi county from September 2005 to September, 2007. The subjects are from Class 3 and Class 5. The concrete steps of the study are as follows: Each time before the English class, there must be someone doing five-minute free talk. How to be "free"? The participants can choose any topics they like to talk about almost immediately after they have the topics from the researcher. They can also prepare with their classmates ahead of time. The contents and styles are not limited, so they can do free talk under no stress. What's more, they always feel relaxed because they needn't worry about the blame for committing errors. The researcher would help to correct errors with great patience
The research was divided into three periods: during the first period, the participants could write their speech papers, they could also translate others' works, but copy was refused. In the second period: the participants made as many papers as they could. While in the third period: the participants were asked to create their own stories out of imagination. So in almost every English class, there must be errors to be corrected.
It is true that errors are unavoidable and natural in learning English. However, it does not imply that we may let it be. So long as teachers are prudent to follow some effective methods or techniques for error correction without embarrassing the students, correction will work.
引文
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Corder, S. P. (1981) Error Analysis and Interlanguage. Oxford University Press, Oxford.
James, C.(2001). Errors in language learning and Interlanguage. Oxford University Press, Oxford.
Dulay, H. M. Burt. And S. Krashen. (1982). Language Two [M]. Oxford: Oxford University Press.
Dulay, H. M. Burt. (1974) (8). Errors and strategies in the child second language acquisition [J].TESOL Quarterly.
Dulay, H. C. and Burt, M. K. (1973) Should we teach children syntax? Language Learning, 23, 245-58.
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