高中生英语写作中的词汇错误分析
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摘要
产生于20世纪60年代的错误分析理论近几十年来一直是语言学和心理学所关注的重点之一。错误分析理论将语言学习者作为研究的中心，通过对学习者在使用目标语过程中出现的错误进行全面系统的分析，以探索和研究学习者所犯语言错误的性质和产生原因，从而防止或减少语言错误的发生。错误分析理论是第二语言习得的重要研究方法之一，也是外语教学中不可缺少的辅助手段。
随着语言学﹑心理学及其他相关学科的发展和研究对象的变化，人们形成了不同的分析错误的理论和方法，并得出了富有建树的结论，但对于高中生英语写作中的词汇错误分析笔者认为还有挖掘空间。因此本文以错误分析和中介语理论为理论基础，试着研究中国高中生在英语写作中的常见词汇错误，旨在找出词汇错误的特点及产生的原因。
本文以河南省新乡市河南师范大学附属中学高二年级两个班共104名学生为研究对象。为了了解高中英语写作中词汇错误情况和特点，笔者设计了一份高中英语写作词汇使用情况的问卷，并对104名学生的一次月考作文进行采样，对他们作文中出现的词汇错误进行归类分析。此项研究主要基于以下三个研究问题进行讨论：
1.高中学生英语写作中主要有哪些词汇错误？
2.高中学生英语写作中的词汇错误有哪些主要特点？
2.造成这些词汇错误的主要原因有哪些？
研究结果表明：高中生英语写作中的词汇错误主要有拼写错误、语义错误、词类错误和连词错误。其中，字母漏写和添加是出现频率最高的拼写错误，搭配错误在语义错误中所占比例最高。单词中不发音的字母和弱读音节容易被学生忽略，从而在拼写时常被漏掉，多数添加错误表现为不发音的辅音音节；搭配错误主要表现为动词名词搭配和介词名词搭配；语义关系错误主要是近义词之间的混用。词汇错误产生的原因是多方面的，主要原因包括母语的负迁移，对语言规则的过渡概括和对目标语的输入不足。
本论文分为五个部分。第一部分为引言，介绍了本研究的背景和必要性，以及研究目的和论文的结构。第二部分为文献综述，简单论述了错误分析理论和中介语理论的一些观点，同时回顾了国内外有关词汇错误的研究现状。第三部分介绍了研究设计和方法，主要包括研究问题和此项研究的方法和步骤。本研究采用定量定性分析相结合的方法以104名学生的一次月考作文为语料，对作文中的词汇错误进行归类分析并设计了一份问卷来了解高中英语写作中词汇错误情况和特点。第四部分是分析讨论，归纳并分析了词汇错误的类型及错误产生的原因。第五部分为本研究的结论，首先归纳和总结了本研究的主要发现，并提出了相应的减少错误的教学建议，包括如何正确对待词汇错误，怎样基于语境进行词汇教学、加强二语学习者的语言知识和增加词汇的输入和输出等。
Error analysis theory came into being in the1960s. It treated the language learner as the center of theresearch. Through the comprehensive and systematic analysis of the errors that appeared in languagelearner’s writings, people can explore the characteristics and the causes of these errors, and reduce orprevent the occurrence of such errors. In recent years, EA theory has been the key concern of linguisticsand psychologists, and also the indispensable means in foreign language teaching.
With the development of linguistics, psychology and other related disciplines, there emerge differenttheories and methods of analyzing errors, and the literature review shows that quite a few researches havebeen done on the EFL learners’ errors. The students in the senior high school will inevitably make more orless errors in their English writings. And it is, therefore, of significance to conduct a study of lexical errorsin the writings of the students in Senior High School.
Based upon EA and interlanguage theory, the present research studies the common lexical errors thatare made by Chinese high school students in their English writings in an attempt to find out thecharacteristics of the lexical errors and moreover, the major causes which result in these lexical errors.
This study selects totally104Senior High School students of Grade Two as the research object inAffiliated Middle School of Henan Normal University.
With the aim to investigate the situation and features of the lexical errors in Senior High Schoolstudents’ English writings, the present study designs a questionnaire. The study collects104students’monthly exam compositions, analyzes and classifies and discusses the lexical errors that the students makein their compositions. The study is conducted on the basis of the following research questions:
1. What kinds of lexical errors are frequently made by the Chinese Senior High School students intheir writings?
2. What are the main features of the lexical errors in the writings?
3. What are the major causes of the lexical errors in their writings?
The result shows that the main types of lexical errors in this study are formal errors, semantic errors,confusion of part of speech and conjunction errors, among which omission and overinclusion occur most frequently, and collocation errors make up high proportion of the semantic errors.
The causes of lexical errors are complicated. They mainly result from negative transfer of mothertongue, overgeneralization and inadequate input of target language. Formal errors are caused bymispronunciation. Insufficient knowledge of word-formation, and incomplete knowledge of TL rules aremajor sources for collocation errors.
This research includes five chapters. The first chapter introduces the background, significance andstructure of the present study. Chapter Two, literature review, mainly presents the theoretical basis of theresearch, including EA and IL, perspectives on the main concepts such as definition of errors anddifferences between errors and mistakes and besides, the previous studies at home and abroad on lexicalerrors are also reviewed. In Chapter Three, the research design is provided, in which three researchquestions, data selection, research methods and research procedures are stated respectively. Quantitativeand qualitative method is used to analyze the data, and a Vocabulary Investigation Questionnaire helps toget a main idea of the current situation in the students’ English learning, the research instrument andmethods adopted in the study are also introduced. Chapter Four is the key part of the thesis, whichdiscusses the results obtained from the empirical study. The research also tries to explore the major causesof the lexical errors in the students’ writings. Chapter Five is the conclusion of the research, in which themajor findings of the research are summarized and the limitations of the present study are pointed out.
Based on the findings of the research, this study puts forward some suggestions for English teaching,including proper attitudes toward lexical errors in writing, context-based vocabulary teaching, necessity oferror correction, reinforcing L2learners’ language knowledge and increasing vocabulary input and output.
随着语言学﹑心理学及其他相关学科的发展和研究对象的变化，人们形成了不同的分析错误的理论和方法，并得出了富有建树的结论，但对于高中生英语写作中的词汇错误分析笔者认为还有挖掘空间。因此本文以错误分析和中介语理论为理论基础，试着研究中国高中生在英语写作中的常见词汇错误，旨在找出词汇错误的特点及产生的原因。
本文以河南省新乡市河南师范大学附属中学高二年级两个班共104名学生为研究对象。为了了解高中英语写作中词汇错误情况和特点，笔者设计了一份高中英语写作词汇使用情况的问卷，并对104名学生的一次月考作文进行采样，对他们作文中出现的词汇错误进行归类分析。此项研究主要基于以下三个研究问题进行讨论：
1.高中学生英语写作中主要有哪些词汇错误？
2.高中学生英语写作中的词汇错误有哪些主要特点？
2.造成这些词汇错误的主要原因有哪些？
研究结果表明：高中生英语写作中的词汇错误主要有拼写错误、语义错误、词类错误和连词错误。其中，字母漏写和添加是出现频率最高的拼写错误，搭配错误在语义错误中所占比例最高。单词中不发音的字母和弱读音节容易被学生忽略，从而在拼写时常被漏掉，多数添加错误表现为不发音的辅音音节；搭配错误主要表现为动词名词搭配和介词名词搭配；语义关系错误主要是近义词之间的混用。词汇错误产生的原因是多方面的，主要原因包括母语的负迁移，对语言规则的过渡概括和对目标语的输入不足。
本论文分为五个部分。第一部分为引言，介绍了本研究的背景和必要性，以及研究目的和论文的结构。第二部分为文献综述，简单论述了错误分析理论和中介语理论的一些观点，同时回顾了国内外有关词汇错误的研究现状。第三部分介绍了研究设计和方法，主要包括研究问题和此项研究的方法和步骤。本研究采用定量定性分析相结合的方法以104名学生的一次月考作文为语料，对作文中的词汇错误进行归类分析并设计了一份问卷来了解高中英语写作中词汇错误情况和特点。第四部分是分析讨论，归纳并分析了词汇错误的类型及错误产生的原因。第五部分为本研究的结论，首先归纳和总结了本研究的主要发现，并提出了相应的减少错误的教学建议，包括如何正确对待词汇错误，怎样基于语境进行词汇教学、加强二语学习者的语言知识和增加词汇的输入和输出等。
Error analysis theory came into being in the1960s. It treated the language learner as the center of theresearch. Through the comprehensive and systematic analysis of the errors that appeared in languagelearner’s writings, people can explore the characteristics and the causes of these errors, and reduce orprevent the occurrence of such errors. In recent years, EA theory has been the key concern of linguisticsand psychologists, and also the indispensable means in foreign language teaching.
With the development of linguistics, psychology and other related disciplines, there emerge differenttheories and methods of analyzing errors, and the literature review shows that quite a few researches havebeen done on the EFL learners’ errors. The students in the senior high school will inevitably make more orless errors in their English writings. And it is, therefore, of significance to conduct a study of lexical errorsin the writings of the students in Senior High School.
Based upon EA and interlanguage theory, the present research studies the common lexical errors thatare made by Chinese high school students in their English writings in an attempt to find out thecharacteristics of the lexical errors and moreover, the major causes which result in these lexical errors.
This study selects totally104Senior High School students of Grade Two as the research object inAffiliated Middle School of Henan Normal University.
With the aim to investigate the situation and features of the lexical errors in Senior High Schoolstudents’ English writings, the present study designs a questionnaire. The study collects104students’monthly exam compositions, analyzes and classifies and discusses the lexical errors that the students makein their compositions. The study is conducted on the basis of the following research questions:
1. What kinds of lexical errors are frequently made by the Chinese Senior High School students intheir writings?
2. What are the main features of the lexical errors in the writings?
3. What are the major causes of the lexical errors in their writings?
The result shows that the main types of lexical errors in this study are formal errors, semantic errors,confusion of part of speech and conjunction errors, among which omission and overinclusion occur most frequently, and collocation errors make up high proportion of the semantic errors.
The causes of lexical errors are complicated. They mainly result from negative transfer of mothertongue, overgeneralization and inadequate input of target language. Formal errors are caused bymispronunciation. Insufficient knowledge of word-formation, and incomplete knowledge of TL rules aremajor sources for collocation errors.
This research includes five chapters. The first chapter introduces the background, significance andstructure of the present study. Chapter Two, literature review, mainly presents the theoretical basis of theresearch, including EA and IL, perspectives on the main concepts such as definition of errors anddifferences between errors and mistakes and besides, the previous studies at home and abroad on lexicalerrors are also reviewed. In Chapter Three, the research design is provided, in which three researchquestions, data selection, research methods and research procedures are stated respectively. Quantitativeand qualitative method is used to analyze the data, and a Vocabulary Investigation Questionnaire helps toget a main idea of the current situation in the students’ English learning, the research instrument andmethods adopted in the study are also introduced. Chapter Four is the key part of the thesis, whichdiscusses the results obtained from the empirical study. The research also tries to explore the major causesof the lexical errors in the students’ writings. Chapter Five is the conclusion of the research, in which themajor findings of the research are summarized and the limitations of the present study are pointed out.
Based on the findings of the research, this study puts forward some suggestions for English teaching,including proper attitudes toward lexical errors in writing, context-based vocabulary teaching, necessity oferror correction, reinforcing L2learners’ language knowledge and increasing vocabulary input and output.
引文
Adjemian,C.(1976). On the Nature of Interlanguage System. Language Teaching,12,15-22.
Brown, H. D.(1987). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents.
Burt, M. and G. Kiparsky.(1972). The Gooficon: A Repair Manual for English. Rowley:Newbury House.
Canale, M.&Swain, M.(1980). Theoretical Bases of Communicative to Second Language Teaching andTesting. Applied Linguistics Approaches,10,198-206.
Carl James.(2004). Errors in language learning and use: exploring error analysis. London: Longman.
Chun et al.(1982). Errors, Interaction, and Correction: a Study of Native-non-native Conversation. TESOLQuarterly,7,58-67.
Corder, S. P.(1967). The Significance of Learner's Errors. International Review ofApplied Linguistics,9,161-172.
Corder, S. P.(1971). Idiosyncratic Dialects and Error Analysis. International Review of AppliedLinguistics,8,95–110.
Corder, S. P.(1973). Introducing Applied Linguistics. UK: Penguin Books.
Corder, S. P.(1974). The study of Learner English. London: Longman.
Corder, S. P.(1981). Error Analysis and Interlanguage. Oxford: Oxford University Press.
Dulay, H., Burt, M.&Krashen, S.(1982). Language Two. Oxford.: Oxford University Press.
Duskova, L.(1969). On sources of errors in foreign language learning. International Review of AppliedLinguistics,7,126-155.
Edge, J.(1989). Mistakes and Correction. London: Longman.
Ellis, R.(1980). Teaching Secondary English. London: Longman.
Ellis, R.(1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R.(1999). Learning a Second Language Through Interaction. Amsterdam: John Benjamins.
Engber, C. A.(1995). The relationship of lexica proficiency to the quality of ESL compositions. Journal ofSecond Language Writing,8,17-20.
Gass, S.(1988). Integrating Research Areas: A Framework for Second Language Studies. AppliedLinguistics,6,39-42.
Grauberg, W.(1971). An error Analysis in German of first year university students. Cambridge: CambridgeUniversity Press.
Hatch, E.&Brown, C.(2001). Vocabulary, Semantics and Language Education. Beijing:Teaching andResearch Press.
James, C.(1998). Errors in Language Learning and Use: Exploring Error Analysis. London: Longman.
Krashen, S.D.(1982). Principles and Practice in Second Language Acquisition. New York:Pergamon Press.
Littlewood, W. T.(1981). Foreign and Second Language Learning. Cambridge: CambridgeUniversity Press.
McLaughlin, B.(1987). Theories of Second Language Acquisition. London: Edward Arnold.
Nemser, W.(1971). Approximative Systems of Foreign Language Learners. International Review ofApplied Linguistics,7,253-259.
Nuttall, C.(1982). Teaching Reading Skills in a Foreign Language. London.: Heinemann.
O'Malley, T. M.&Chamot, A. U.(1990). Learning strategies in second language Acquisition. Cambridge:Cambridge University Press.
Richards, J. C.(1976). Error Analysis. London: Longman.
Richards, J. C. et al.(1985). Longman Dictionary of Applied Linguistics. London: Longman.
Selinker, L.(1972). Interlanguage. International Review Applied Linguistics,10,98-105.
Taylor, G.(1986). Errors and explanations. Applied Linguistics,5,79-115.
Sonaiya, C. O.(1998). The Lexicon in Second Language Acquisition: A Lexical Approach to ErrorAnalysis. Cornel: Cornel University.
Yip,Virginia.(1995). Interlanguage and Learnability:from Chinese to English. London: John BenjaminsPublishing Company.
Hu Zhuanglin.(1988). Linguistics: A Course Book. Beijing: Peking University Press.
何安平.(2001).学生英语拼写错误分析.外语教学与研究,3,16-19.
黄友娥.(2004).大学英语写作中的词汇形式错误分析.中山大学学报,4,48-50.
李红.(2003).非英语专业学生写作中的语言错误分析.大连海事大学,大连.
张冬贵.(2001).英语学习者作文错误分析.华中师范大学,武汉.
赵冬勤.(2005).高中生英语写作中的词汇调查分析.广西师范大学,广西.
Brown, H. D.(1987). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents.
Burt, M. and G. Kiparsky.(1972). The Gooficon: A Repair Manual for English. Rowley:Newbury House.
Canale, M.&Swain, M.(1980). Theoretical Bases of Communicative to Second Language Teaching andTesting. Applied Linguistics Approaches,10,198-206.
Carl James.(2004). Errors in language learning and use: exploring error analysis. London: Longman.
Chun et al.(1982). Errors, Interaction, and Correction: a Study of Native-non-native Conversation. TESOLQuarterly,7,58-67.
Corder, S. P.(1967). The Significance of Learner's Errors. International Review ofApplied Linguistics,9,161-172.
Corder, S. P.(1971). Idiosyncratic Dialects and Error Analysis. International Review of AppliedLinguistics,8,95–110.
Corder, S. P.(1973). Introducing Applied Linguistics. UK: Penguin Books.
Corder, S. P.(1974). The study of Learner English. London: Longman.
Corder, S. P.(1981). Error Analysis and Interlanguage. Oxford: Oxford University Press.
Dulay, H., Burt, M.&Krashen, S.(1982). Language Two. Oxford.: Oxford University Press.
Duskova, L.(1969). On sources of errors in foreign language learning. International Review of AppliedLinguistics,7,126-155.
Edge, J.(1989). Mistakes and Correction. London: Longman.
Ellis, R.(1980). Teaching Secondary English. London: Longman.
Ellis, R.(1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R.(1999). Learning a Second Language Through Interaction. Amsterdam: John Benjamins.
Engber, C. A.(1995). The relationship of lexica proficiency to the quality of ESL compositions. Journal ofSecond Language Writing,8,17-20.
Gass, S.(1988). Integrating Research Areas: A Framework for Second Language Studies. AppliedLinguistics,6,39-42.
Grauberg, W.(1971). An error Analysis in German of first year university students. Cambridge: CambridgeUniversity Press.
Hatch, E.&Brown, C.(2001). Vocabulary, Semantics and Language Education. Beijing:Teaching andResearch Press.
James, C.(1998). Errors in Language Learning and Use: Exploring Error Analysis. London: Longman.
Krashen, S.D.(1982). Principles and Practice in Second Language Acquisition. New York:Pergamon Press.
Littlewood, W. T.(1981). Foreign and Second Language Learning. Cambridge: CambridgeUniversity Press.
McLaughlin, B.(1987). Theories of Second Language Acquisition. London: Edward Arnold.
Nemser, W.(1971). Approximative Systems of Foreign Language Learners. International Review ofApplied Linguistics,7,253-259.
Nuttall, C.(1982). Teaching Reading Skills in a Foreign Language. London.: Heinemann.
O'Malley, T. M.&Chamot, A. U.(1990). Learning strategies in second language Acquisition. Cambridge:Cambridge University Press.
Richards, J. C.(1976). Error Analysis. London: Longman.
Richards, J. C. et al.(1985). Longman Dictionary of Applied Linguistics. London: Longman.
Selinker, L.(1972). Interlanguage. International Review Applied Linguistics,10,98-105.
Taylor, G.(1986). Errors and explanations. Applied Linguistics,5,79-115.
Sonaiya, C. O.(1998). The Lexicon in Second Language Acquisition: A Lexical Approach to ErrorAnalysis. Cornel: Cornel University.
Yip,Virginia.(1995). Interlanguage and Learnability:from Chinese to English. London: John BenjaminsPublishing Company.
Hu Zhuanglin.(1988). Linguistics: A Course Book. Beijing: Peking University Press.
何安平.(2001).学生英语拼写错误分析.外语教学与研究,3,16-19.
黄友娥.(2004).大学英语写作中的词汇形式错误分析.中山大学学报,4,48-50.
李红.(2003).非英语专业学生写作中的语言错误分析.大连海事大学,大连.
张冬贵.(2001).英语学习者作文错误分析.华中师范大学,武汉.
赵冬勤.(2005).高中生英语写作中的词汇调查分析.广西师范大学,广西.