英语论文.docx
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英语论文.docx
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英语论文
AStudyonReducingtheNegativeTransferofChineseThoughtPatternsinEnglishwriting
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Abstract
Oneofmajorgoalsoflanguagestudyistodeveloplearners’writingability.ThesyllabusforseniormiddleschoolEnglishcoursehasmadedefiniterequirementsonthedevelopmentofthestudents’fourskills,includinglistening,speaking,readingandwriting.Meanwhile;thecollegeentranceexaminationhasalsomadewritingasanimportantitemsdesignatedtotestthecandidates’abilitytoexpresstheirmindsintheEnglishlanguage.Therefore;theauthorhasnotedthattherearealwaysmanyerrorsinthestudents’compositions,whichhaspreventedthedevelopmentofthestudents’Englishwritingability.Someoftheseerrorsoccurrepeatedlyalthoughtheyarecorrectedcontinuously.InEnglishcompositionsofseniormiddleschool,wefindthatstudentsintendtothinkinChineseintheprocessofwriting.ItisthemainfactorthatleadstothetransferofstylisticconventionsthattheyhavelearnedintheirnativelanguageandcultureintheirEnglishwriting.Infact,EnglishandChinesehavetheirownuniquemodesofthinkinganddifferentlanguage-psychologicaltendencies,students’languageexpression,languageform,andtheapplicationofrhetoricwillinevitablybeaffectedintheirEnglishwriting.InordertorevealtheinfluentialfactorthatcausingthehigherrorfrequencyinSeniorEnglishcompositions,theauthordoessomesurveysbasedonthecollectionoferrorsappearedfrequentlyinthewritingofsomekeyhighschoolstudentsinGansu.Theresultshowsthatthestudents’ChinesethoughtpatterninterferencedegreeintheirEnglishwritingisextremelysignificant.
Basedonit,theauthortriestodescribehowtoapplyschematheorytoseniorEnglishwritingteachingandtodrawtheelementswhicharebeneficialtoEnglishwritingthroughtheanalysisofthecharacteristicsofschematheoryinthispaper.CombingseniorEnglishtextbookswithrealEnglishwritingclasses,theauthortriestoactivatestudents’EnglishwritingschemaintheirmindthroughstrengtheninganalysisofculturalinEnglishclassteaching,andtriedtocallstudentsattentiontoacquireEnglishthoughtawarenessandbuilduptherightwritingschemaintheirwriting,soastooptimizeEnglishwritinginthecontentandformandeffectivelyimprovethestandardofEnglishwritinginseniormiddleschool.Meanwhile;thepaperabsorbssomeelementsbeneficialtowritingthroughanalyzingtheproblemsexistinginwriting.TheideaofrequestingstudentstothinkinEnglishisagoodhelpertotheteachingofwritinginhighschoolandtheimprovementofwritingofstudents.
ThepaperwilldiscusthewaysofreducingtheinfluenceofnegativetransferinEnglishwritingfrommanyaspects.SuchassomesignificantdifferencesbetweenChineseandEnglish,differencesindiction,syntax,anddiscourseorganization.Becauseofthesedifferences,thenativetransferoflanguageintothetargetlanguagetendstoappearinthenegativeform.TheinterferenceofChineseinEnglishwritingisthemajorcauseandwealsocallittransfer.Thepaperstatessometypesofinterferenceserrorsinlexical,grammatical,andstructuralaspects.Lexicalerrorsincludethemechanicalusesofwordsandmisusesofarticles,prepositions,andmarks.ThepaperdiscussesthemechanicaltransferofChinesethinkingmodeandsomeerrorsinwordorder.Intheend,thepapergivessomepossibleapproachestoremovetheinterferencesofnativelanguageinEnglishwriting.
Keywords:
schematheory,linguistictransfer,Chinesethought,Englishwriting
减少高中英语写作中母语思维负迁移的应用研究
摘要:
高中英语教学大纲明确要求“发展学生的听、说、读、写四种基本技能”,写作是语言学习的主要目标之一,其目的在于培养学生观察思考、分析总结和书面表达的能力。
同时书面表达也是高考试题的重要组成部分,它要求学生有扎实的语言功底和良好的表达能力。
因此,我们在中学阶段英语教学中必须重视写作训练,使学生在中学阶段学会和掌握英语写作的技巧和方法,能用英语写出日常应用文,以及一般内容的其它文体的文章。
然而,笔者在高中英语写作教学中发现,学生作文中的错误很多,教师一直在纠错,但相似错误一再出现,极大影响了高中生英语作文水平。
在高中英语写作中表现为学生习惯用汉语思维把汉语句子翻译成英语,这是造成本族文化习得的语言模式及写作规范迁移的一个重要原因。
其实英汉民族具有各自独特的思维模式和不同的语言心理倾向,学生在用英语写作时其语言表达、语言形式及修辞的应用必然受到汉语思维的影响。
为了进行本课题的研究,笔者对甘肃省几个重点中学的学生英语写作进行了调查研究,结果显示学生在英语写作中受到了汉语思维的干扰程度极为明显。
鉴于以上原因,笔者尝试将图式理论应用于高中英语写作教学,通过对图式理论特点的分析,汲取其中有利于写作教学的因素,结合高中课本教材和写作课堂教学,通过在课堂教学中加强文化思维教学来激发学生头脑中的相关图式,以及在写作中要求学生树立用英语思维的意识来建立正确的英语写作图式入手,尝试优化中学写作教学的内容和形式,以便切实提高中学英语写作的教学水平。
同时通过对高中英语写作存在的问题的分析,汲取其中有利于写作教学的因素,结合高中课本教材和写作课堂教学,通过在课堂教学中加强文化思维教学来激发学生,以及在写作中要求学生树立用英语思维的意识来建立正确的英语写作入手,尝试优化中学写作教学的内容和形式,以便切实提高中学英语写作的水平。
关键词:
迁移,母语思维,英语写作,图式理论,教学水平;
Contents
Abstract……………………………………………………………………………….....(i)
摘要………………………………………………………………………………........(ii)
.Introduction…………………………………………………………………………....(vi)
1.1.Thebackgroundofstudy……………………………
1.2.LanguageTransfer…………………………………………………………………
(1)
1.3.The importance of English writing and some problems……………
1.3.1theimportanceofEnglishwritinginhighschool………
1.3.2thesignificanceofsomeproblemsinEnglishwriting……………………………(3)
1.3.2.1Themainproblemsinnegativetransfer
1.3.2.2Transfercomingintobeing
1.3.2.3Therepresentationoftransfer……………………………………………(3)
A.Glossaryaspect……………………………………………………………(4)
B.Cultureaspect……………………………………………………………(4)
.Thesignificanceofresearchingonnegativetransfer
2.1.Thetheorymeaningoftheresearchingonnegativetransfer
2.2.Therealisticmeaningofresearchingonnegativetransfer
2.3.Thestudycharacteristicsandinnovationoftheresearchingonnegativetransfer
2.3.1.Thestudycharacteristic
2.3.1.Theinnovationofresearchingonnegativetransfer
.LiteratureReviewonNegativeTransfer
3.1.Theresearchingofourcountry
3.2.Theoverviewofforeignresearching
.TheObjectandMethodofthestudyofNegativeTransfer
4.1.Theresearchingobject
4.2.Theclassificationoftheerrorinstudents’composition
.Researchingtoolsandhypothesisofstudy
5.1.Researchingtools
5.2.Thehypothesisofstudyonresearchingofnegativetransfer
5.2.1Thehypothesisofstudy
5.2.2.TheinfluenceofChinesethinkingindetails
5.3Somedifficultiesandproblemstheauthorhave
.Conclusion
6.1.Thebasicsituationinresearchingnegativetransfer
6.2.Thedifficultproblemsmayhaveduringtheresearching
6.3Somewaystoavoidandreducetheinfluenceoftransferintheory………………………(5)
6.3.1ThecomparisonbetweenEnglish-Chinesesentenceanddiscourse.……………………(6)
6.3.2.Thecombinationofreadingandwriting……(6)
6.3.3Developstudents'awarenessofcross-cultural………(6)
6.4Waystoavoidorreducetransferinreality
6.4.1TherequirementofEnglish-TeachingSyllabus
6.4.2Englishtextbooksmoresuitablefortheapplicationofinteractiveapproach
6.4.3Englishteacherscompetentfortheapplicationofinteractiveapproach
6.4.4Studentsasgoodlanguagelearners
6.5MorewaystoavoidandreduceChinglish………………………………………(7)
6.5.1TopayenoughattentiontotheimprovementofChineselevel………………(7)
6.5.2ToreadmorearticleswritteninEnglishaboutChina………………………(8)
6.5.3ToreadworksconcernedwithChinglishandcross-culturalcommunication(8)
6.6Conclusion…………………………………………………………………………(8)
Bibliography…………………………………………………………………………(10)
Chapter1Introduction
1.1BackgroundoftheStudy
Ashumanbeingsenterinto21stcentury,itisaneraofglobalizationineconomy,informationandculture.Theupgradingofknowledgeandtransmissionofinformationisbecominggreatlyrapid.Soifpeoplewanttogetawideknowledgeoftheworldandtobeknownbyoutsideworld,weshoulduseEnglish,becauseEnglish,foritshistoricalreasons,isdoubtlesslybecomingtheinternationallanguagenowadaysintheworld’scommunication.Amongthefourcomprehensivelanguageskills,Englishwritingisoneoftheimportantcommunicativewaysininternationalexchanges.Therefore,asalanguagelearner,developinghis/herwritingabilityisoneofthemajorgoals.Soinmanytests,itisanecessaryitemtobeexamined.AsstudentsinSeniorMiddleSchool,writingisalsoanimportantitemdesignatedtotesttheirabilitytoexpresstheirmindsintheEnglishlanguageintheCollegeEntranceEnglishExamination.Anditisthebasicrequirementsofthenewcurriculumforseniorhighschools.Inthelightofitsvitalimportance,teachersofSeniorMiddleSchoolEnglishCourseshouldputemphasisonhelpingtheirstudentsdeveloptheirwritingability.SothisstudyattemptstodoathoroughresearchontheissueofEnglishwriting.
So,wewillanalyzetheinfluenceoflanguagetransferinEnglishwritingfrommanyaspects.thelearner'sfirstlanguageknowledgecanserveasoneoftheinputsintotheprocessofhypothesisgeneration.Thelearnersprocessandusethesecondlanguageonthebasisofthefirstlanguage.Theeffectofthemothertonguewillmanifestitselfintheprocessofforeignlanguagelearning.ChinesestudentshavenowaytodismisstheeffectofnativelanguageandculturewhenlearningEnglish.
1.2languagetransfer
Transfer is a common phenomenon lies in the study of knowledge, technical, attitude and action. So in learning a second language transfer means the influence of native language in learning a foreign language. This kind of transfer which helps students learn a second language is positive transfer, on the contrary is negative transfer. When students learning a second language they will make a lot of mistakes and have so many difficulties. That is the result of the negative transfer.
For all the students, they study the second language on the base of their mother tongue. He or shehas a certain social status, so the acquired language knowledge will inevitably has a great influence on their second language writing. The native language will become a reference when facing the second language
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