英语作文第三人称单数一般现在时错误分析.docx
- 文档编号:9841753
- 上传时间:2023-02-07
- 格式:DOCX
- 页数:8
- 大小:19.62KB
英语作文第三人称单数一般现在时错误分析.docx
《英语作文第三人称单数一般现在时错误分析.docx》由会员分享,可在线阅读,更多相关《英语作文第三人称单数一般现在时错误分析.docx(8页珍藏版)》请在冰豆网上搜索。
英语作文第三人称单数一般现在时错误分析
英语作文第三人称单数一般现在时错误分
析
[Abstract]Writingisaneffectiveandoverallwayoftestingone,sEnglishability・ItcanhelpstudentstoimproveEnglishproficiency,extendthelearners,usingrange,improve1ogicalthinkingandprob1emanalyz
ing,andcul
canalsoimp
eningandso
ttitude.It
aking,list
monthsteac
tivatethes
roveone,sr
on.Duringo
trictworka
eading,spe
neandahalf
hingpracti
ce,theauthoranalyzed52students
228piecesofwritingsfromtwoordinaryclasses(103stud
ents)insen
(keymiddle
thesinglet
iorlXiamen
school).Th
hirdperson
Xiang'anMi
eauthorcou
presentten
ddleSchoolntedupthatseerrorsth
eymadewereasfollows:
expressionerrors27%,subject-verb-is-not-in-agreement25%,tenseerrorsl7%,omitting
“be”13%,syntaxerrorsl1%,consecutivepredic
ateserrors5%,spellingerrors3%,omittingau
xiliary%andvoice%・Intheauthor,sopinion,t
hemainreas
onsarethed
iscrepancy
ofthinking
model,thei
nfluenceso
flanguaget
ransferand
thesecondl
anguageacq
uisition.A
sstudentso
fkeymiddle
school,the
ystillmake
suchkindso
ferrors,le
taionethes
tudentsino
rdinarysch
ool.Thispa
perattempt
stoanalyze
theseprobl
emsandther
easons,aim
ingatmakin
gsomesugge
stionsform
iddleschoo
lEnglishte
achers,con
sultation.
Inshort,th
ereisalong
wayformidd
leschoolEnglishteacherstogotoimprovestudentswritingsk订Is・
[KeyWords]SeniorlEnglishwriting;thethirdpersonpresenttense;transfer;modethinking;SecondLanguageAcquisition
【摘要】英语写作是能全面检测一个人英语水平的一种有效手段,而且写作能帮助学生提高使用英语的正确性,扩大所用语言的范围,提高逻辑思考及分析问题的能力,培养严谨的工作作风。
另外,写作对阅读,听力,口语也都有促进作用。
在一个半月的实习过程中笔者对厦门翔安一中(重点中学)高一两个普通班(103个学生)中的52位学生的228篇作文进行了分析,统计出他们所犯的第三人称单数一般现在时错误类型如下:
表达错误27%;主谓不一25%;时态混乱17%;遗漏be动词13%;句法结构错误11%,连动错误5%;拼写错误3%;缺少助动词%;语态错误%。
笔者认为出现这些错误的主要原因有:
英汉思维模式的差异,汉语对英语的迁移影响以及第二语言习得的影响。
作为重点中学的学生他们仍然会犯这样的错误,更不用说那些普通中学的学生了。
本文分析了所出现的问题和原因旨在给中学英语老师提供一些建议以供参考。
总之,中学英语老师要提高学生的写作能力还是任重而道远的。
【关键词】高一英文写作;第三人称单数一般现在时;迁移;思维模式;第二语言习得
1.Introduction
Basicconceptofwriting
“'Writingisconcerned,ontheonehandwiththed
efinitiona,
ndredefini
tion,creat
ionandre-c
reationoft
heself,oth
ers,thewor
Id,aproces
swhichwema
ycallrefle
ctionjando
ntheotherh
and,withco
mmunicatio
nwithother
s,aprocess
whichwecal
ltransmiss
ion.'FromW
ilkinson's
definition
ofwritingw
ecanseetha,
twritingis,firstofal1,aprocessduringwhic
hawriterwritesforaparticularobjectview・0
nlyinthiswaycanwritingberegardedwiththeemphasison
'communicativeskill,
Inthesecond
languageco
ntext,such
asthesitua
tioninChin
awhereEngl
ishislearn
edasaforei
gnlanguage
intheoverw
helmingmaj
oTityofuni
versitiesa
ndcolleges
alloverthe
country,wr
itingorlea
rningtowri
teinEnglis
hiscommonl
yconsidere
dasanadvan
cedanddema
ndingrequi
rementthat
isaddedtot
hecomplexi
tiesinhere
ntintrying
tomasterth
eforeignla
nguage一Eng
lish.”[1]F
ormorethan
adecade,st
udentsandt
eachershav
ebeentryin
g,totheirw
its'end,to
meetthereq
uirementof
collegeent
ranceexamination.Unf
ortunately
theresult
sarefarfro
mbeingsati
sfactory,o
nlyasmalla
mountofstu
dentshasac
tuallydeve
lopedthele
velofEngli
shwritings
killswhile
thelargerp
artofstude
ntsisstill
frustrated
[2].Thispa
perwillfir
stpresents
ometablesa
boutthemai
nerrorsinstudents,wr
itingsandt
hepercenta
geofrighta
ndwrong・Th
esecondpar
tofthepape
rwillanaly
zetheerror
sandtherea,sonsofmakingthem.Atlast,itwilldiscussaboutsomepossiblewaysthatmightbeemployedtothesolutionoftheexistingproblems.
InChina,students,especiallymiddleschoolstudents,learnEnglishasseco
ndlanguage・Butformanyreasons,theycannotl
earnEnglishasgoodastheirnativeIanguage・They
llmakeallkindsoferrorsonwriting,speakingandsoo
n.Througho
neandahalf
monthsteac
hingpracti
ceinXiang'
anMiddleSc
hool,theau
thorlivedt
hroughther
ealteachin
gprocessan
dfoundthat
therewerel
otsofprobl
emsinstude
nts,Englis
hwriting・A
sfollows,t
heauthorwi
llpresentt
heprincipa
laspectsof
thethirdpe
rsonpresen
ttenseerrorsintheirwritingsbytables・
Basictrainofthought
2.Studydesign
2.IStudyingtheproblems
Thisstudymainlydiscusses“theerrorusagesofthesinglethirdpersonpresenttenseinSeniorlEnglishwriting”・Theerrorsandtherea
sonsoftheerrorsareanalyzedaccordingtothe
tablesmadefromthecollectionof1anguagematerials・
Thesourceandcollectionoflanguagematerials
Thesematerialsofstudycomefromseniorlcl
ass3and4so
mestudents
,Englishwr
itingsinXi
amenXiang,
anMiddleSc
hool.Thehe
ad-teacher
ofclass4,w
hichisthea
uthor,stea
chingpract
iceclass,s
etawriting
forthemonc
eaweektotr
aintheirwr
itingabili
ty.Theword
numbersare
notrequired.ThegiventopicsareAWomanInspiresMe",“MyEnglishTeachern,“SupplementaryWritingof
TheNecklace,”,“WhatdoYouThinkaboutAnima
lExperiments”and“IsltGoodorBadforStudent
stodoaLoto
fHomework?
”Forsomest
udentsdidn'
tfinishal
lthewritin
gsandalsod
idn,thandi
n,soallthe
collection
sare228pie
cesofwriti
ngsfrom52s
tudents・We
willusethe
masthelang
uagemateri
alsofthiss
tudy.Theau
thorhasnum
beredallofthem・
TheanalysesoftheselanguagemateriaIs
Theanalysescanbedividedintothreestag
es.Firststage,theauthorcollectedthemater
ialsfromst
udentsanda
nalyzedthe
monebyone.
Becausethe
sewritings
werecorrec
tedbytheau
thorduring
teachingpr
acticeinXi
ang,anNolM
iddleSchoo
1,andtheau
thorhasage
neralimpre
ssionofthe
m,sothemai
ndirection
ofthisstag
eistofindo
utthewrong
useofthesi
nglethirdp
ersonprese
nttense,th
erightnumb
erofitandt
hetotalnumber.
Secondstage,theauthoranalyzedthewronguseofth
esinglethitthereasons.
Expresressionofsarerrorandthehabitofisthatthertisomittedicatesmean
rdpersonpr
sionerrorsentenceiscwhetherthe
Englishexp
eshouldhav
forsomerea
thatasente
thouttheconjunction.
Thirdsta
ge,theauth
esenttense
refertowhe
orrectandhexpressionression.Omebeena“besons・Consencehastwom
orclassifi
andfoundou
thertheexpasnotgrammconfonustoitting“be””there,buti
cutivepredainverbswi
edtheseerr
edthemupan
orsaccordingtothereasons,count
hemosterrorstheymadetotheleasterrors・
Tablei:
Fromthetablesabovewecanseeclearlythatthemainproblemsareexpressionerrors,subject-verb一is-notin-agreementandtenseerrors・Among
52students,thereare29(table2)studentswho
haveexpressionerrors・Thereasonstheymaket
hesekindsoferrorsarethat:
thediscrepancyofEnglish-Chinesemodethinking,thenegativetransferofnativelanguageandthesecondlanguageacquisition.
3.Reasons
Modethinking
Anation"smodethinkingandmodelanguageareth
edeepstruc
turesofnat
ionalcultu
rethatarec
ongruouswi
thculture・
Becauseoft
hediscrepa
ncyofmodet
hinking,di
fferentnat
ionshavedi
fferentway
sofusingla
nguageando
theraspect
s.[3]SoEng
lishlearne
rssurelywi
llcomeacro
ssallkinds
ofdifficul
tiesforthe
discrepanc
yofitsesse
nee.Inwest
erncountri
es,theirsp
acenavigationviewsandthefeaturesoflog
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 英语 作文 第三人称 单数 一般现在时 错误 分析