中国学生英语写作中的缺失现象分析
【摘要】：本文的目的是借助于中国学习者英语语料库(CLEC)中的数据对中国学生在写作中的缺失失误现象进行研究，旨在找出缺失的规律和模式，从而对症下药，改进二语教学。
以前的基于语料库对中国英语学习者语言失误的研究并不少，但大多局限于概述或对于词汇失误的研究，针对缺失现象进行的实证性具体分析却很少。本文作者利用先进的电脑和索引技术从CLEC中索引出大量的实例对中国三个层次的ESL学习者的缺失现象进行了实证性研究，对所索引的数据进行分类、归纳、总结和分析，并根据缺失的严重程度选取了几个相对来说缺失最为严重的具体词进行具体分析，以发现这些学习者在不同阶段的缺失特点和模式，分析原因，对症下药，找出英语教学中应采取的对策。该文的理论基础是Selinker(塞林格)的中介语及石化理论，数据来源主要是CLEC，将中介语理论和语料库分析有机地结合起来，采用定量分析和定性分析相结合的方法进行研究、分析和归纳中国学生写作中的缺失现象。
该文以词性缺失失误分析作为切入点，通过将初选缺失词类的索引结果重新标注的办法再把各种缺失词类分为若干小类，以它们各自缺失失误的频数为依据，最后选取六个缺失程度相对来说最严重、属于显著的‘使用不足(underused)’的常用词作为研究对象，定量和定性分析各个词的缺失特点、模式和造成其缺失的根源，希望能够借此研究促进二语教学，对ESL学习者进行最优化输入，帮助学生减少缺失失误，打破‘石化’状态，从而尽快进入下一个习得高峰期。
该研究方法及成果对于促进英语写作教学，帮助学生克服外语学习中尤其是“缺失”这一“高原”现象并尽快进入下一个二语习得的“高峰期”具有积极的现实意义。
【关键词】：语料库 缺失失误 中介语 负迁移 模式
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：H319
【DOI】：CNKI:CDMD:2.2006.142555
【目录】：
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：H319
【DOI】：CNKI:CDMD:2.2006.142555
【目录】：
- 中文摘要5-6
- Abstract6-8
- Acknowledgements8-9
- Table of Contents9-13
- Lists of Tables, Bar Charts and Figures13-15
- Chapter One:Introduction15-20
- 1.1.Purpose of the Present Research16
- 1.2.Research Background16-17
- 1.3.Questions and Hypotheses Addressed to this Thesis17-18
- 1.3.1.Eight questions17-18
- 1.3.2.Three Hypotheses18
- 1.4.Main Content of Each Chapter18-19
- 1.5.Significance of this Research19-20
- Chapter Two:Literature Review20-35
- 2.1.Introduction20
- 2.2.The Corpus-based Analysis Approach20-23
- 2.2.1.The definition of corpus20
- 2.2.2.Corpus-based analysis approach and this paper20-22
- 2.2.3.LC(Leaner Corpus)and CLEC(Chinese Learner English Corpus)22-23
- 2.3.The EA Approach and the Theory of Interlanguage23-29
- 2.3.1.Significance of studying errors23
- 2.3.2.Development of the study of error23-28
- 2.3.2.1.EA Approach23-24
- 2.3.2.2.Language transfer and developmental error24-25
- 2.3.2.3.Theory of Interlanguage25-28
- 2.3.2.3.1.The Definition of Interlanguage26-27
- 2.3.2.3.2.Goals of interlanguage studies27
- 2.3.2.3.3.Nature of learner language systems27-28
- 2.3.3.Developmental stages and developmental patterns28-29
- 2.4.Fossilization29-31
- 2.5.CLEC, interlanguage, Fossilization and this Research31
- 2.6.Error Frequency and this Thesis31-33
- 2.7.Theoretical Foundation33
- 2.8.Errors under Investigation33-35
- Chapter Three:Research Design35-41
- 3.1.Introduction35
- 3.2.Research Questions35-36
- 3.3.Data sources and Research Variables36
- 3.3.1.Data sources36
- 3.3.2.Variables in the research36
- 3.3.3.Research content36
- 3.4.Research Procedure36-39
- 3.4.1.Research method36
- 3.4.2.General procedure36-37
- 3.4.3.General steps37
- 3.4.4.Specific steps37-39
- 3.5.Quantitative Findings and Qualitative Analysis39-41
- Chapter Four:Findings of the Present Research41-67
- 4.1.Introduction41-42
- 4.2.Main Word Classes that are Omitted Most according to Frequency42-44
- 4.3.Main Words that were Omitted Most44-46
- 4.3.1.The 'underuse' of the most frequently omitted words45-46
- 4.4.The Omission Patterns of the Five Words46-67
- 4.4.1.The omission of 'BE'47-55
- 4.4.1.1.'He always late for class.' Structure47-49
- 4.4.1.1.1.Main omission patterns of 'BE' due to confusion of parts of speech49
- 4.4.1.2.Omission of 'BE' in the passive voice structure49-54
- 4.4.1.2.1.Collocability of 'BE' with other words in the passive voice52-53
- 4.4.1.2.2.Omission patterns of 'BE' in the passive voice53-54
- 4.4.1.3.Other patterns concerning the omission of 'BE'54-55
- 4.4.2.Omission of the articles---definite articles, and indefinite articles55-60
- 4.4.2.1.Omission of the two indefinite articles:'A/AN'55-57
- 4.4.2.1.1.Patterns concerning the absence of 'A/AN'56-57
- 4.4.2.2.Absence of the definite article 'THE'57-60
- 4.4.2.2.1.Patterns for the absence of the definite article 'THE'59-60
- 4.4.3.Omission of the connective words60-67
- 4.4.3.1.Omission of the connective word 'THAT'60-63
- 4.4.3.1.1.Patterns for the absence of 'THAT'62-63
- 4.4.3.2.Omission of the coordinate conjunction 'AND'63-67
- 4.4.3.2.1.When 'AND' is used to connect words or phrases63-64
- 4.4.3.2.2.When 'AND' is used to connect clauses64-65
- 4.4.3.2.3.Patterns for the absence of 'AND'65-67
- Chapter Five:Discussion on the Findings67-86
- 5.1.Introduction67
- 5.2.Analysis of the Causes of the Omission Errors for the Specific Words67-76
- 5.2.1.Causes of the omission of 'BE'67-72
- 5.2.1.1.Causes of the absence of 'BE' because of confusion of parts of speech68-70
- 5.2.1.1.1.Instructions of the absence of 'BE' due to confusion of word classes69-70
- 5.2.1.2.Causes for the omission of 'BE' in the passive voice70-72
- 5.2.2.Main causes for the omission of the definite article 'A/AN'72-74
- 5.2.3.Main causes for the omission of the definite article 'THE'74-75
- 5.2.4.Causes for the omission of 'THAT'75-76
- 5.2.5.Causes which may account for the omission of 'AND'76
- 5.3.General Analysis of the Causes of the Omission Errors76-78
- 5.3.1.Linguistic factors77-78
- 5.3.1.1.Interlingual factors---L1-Related Factors77-78
- 5.3.1.2.Intralingual factors---L2-Dependent Factors78
- 5.4.Internal Causes and External Causes78-83
- 5.4.1.Internal factors---Factors Related to Learning Strategies78-80
- 5.4.2.External causes---Factors Related to Teaching Strategies80-81
- 5.4.3.Fossilized phenomenon81-83
- 5.5.Measures to Avoid or Reduce these Absence Errors83-86
- Chapter Six:Conclusion86-91
- 6.1.Introduction86-87
- 6.2.Answers to the Three Hypotheses87-88
- 6.3.The Pedagogical Implications of this Research?88-89
- 6.4.Limitations of the Present Study89-90
- 6.5.Suggestions for Future Research90-91
- Bibliography91-94
- Appendices94-95
- Appendix 1:Acronyms or shortened forms in this essay94-95
- Appendix 2:Interview questions95
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