论文标题:职业高中生的英语写作错误分析与纠错研究
A Research on Error Analysis and Correction in English Writing of Vocational Middle Schools
论文作者
论文导师 姬生雷,论文学位 硕士,论文专业 学科教学
论文单位 河北师范大学,点击次数 352,论文页数 83页File Size1305K
2007-04-02论文网 http://www.lw23.com/lunwen_2914577/
vocational middle school;; English writing ;;error analysis;; error correction
众所周知,“写”作为语言输出的一种方式,是人类交际活动中必不可少的途径。因此,在基础英语教学中,“写”是中学生必须掌握的四项基本技能(即,听、说、读、写)之一。然而,职业中学的学生作文得分普遍较低。其原因何在?本文作者在十来年的教学实践中发现,学生的作文中存在大量的语言错误---主要为语法错误和词汇错误,这是学生得分率低的主要原因。为了更好地提高学生的作文水平,作者进行了本研究。在第一章中,作者陈述了进行本实验的原因,待解决问题以及错误的意义。而后,在第二、三章中,作者收集了学生作文中常见的一些错误,并对它们进行了分类,利用“对比分析”、“错误分析”及“中介语”的相关理论为依据,对这些常见错误进行了分析。 针对这些错误,教师怎样纠正它们呢?在第四章中,作者首先在她所任教的满城职业中学各年级中随机抽取了部分学生来做问卷调查,以了解学生对待写作中语言错误的态度和所喜欢的纠错策略。同时,作者还调查了两个职业中学中英语老师对待错误的态度和所喜欢的纠错策略。通过调查发现,教师和学生都认为英语写作中的错误是不可避免的;而且都认为自我纠错最有效可行。在此调查的基础上,作者在她所教的一年级的两个平行班中开展了一项实验。其中一个班采用教师指导的自改作文法(integrated self-correction),即教师利用改错符号做出标记,然后学生自己改正;另一个班是单纯教师纠错(teacher’s correction),即传统的全批全改方式。此实验进行了一学期,通过对前后两次英语作文成绩的数据分析得出结论,学生自改作文更为有效。最后,为了了解两个班学生对本学期所采取的纠错策略的看法,她对部分学生进行了访谈。 通过错误分析和纠错法的实验,作者在第五、六章中阐述了本实验的结论及其对我们今后教学的启示。同时,作者指出了本论文的不足之处,并期望今后继续进行实验,以期更好的改善我们的英语作文教学。最后,作者对全文进行了简要的归纳。
As we all know, writing, as an important skill of language output, is an indispensable goal for EFL learning. Therefore, in Basic English teaching, the ability to write is considered to be one of the four basic skills (listening, speaking, reading and writing) that the students must master. However, writing has long been a weak point in vocational middle school English teaching practice. The students can only get a low score in the test, which, to some extent, greatly influenced their English scores. What are the causes of this? From the author’s ten years English teaching experience, she finds that there exist lots of errors, most of which are lexical errors and grammatical errors. In order to improve the students’English writing skill, the author made the experiment. In Part I, she explains the reasons for the present research, presents the research questions and also illustrates the significance of learners’errors. Then in Part II and Part III, she collected some commonly committed errors in vocational middle school students’compositions, then she employed the theories of CA, EA and IL to analyze them. This paper is an attempt to deal with these written errors. In Part IV, a survey was made by the author beforehand. In the survey, two questionnaires are designed which concern the students and the teachers’attitudes towards error and error correction respectively. The questionnaire concerning the students was randomly distributed to 190 Vocational students of Mancheng; and 30 English teachers from two vocational schools were asked to answer the questionnaire as well. The result shows that almost all the students and teachers hold positive attitude toward errors and most of them prefer students’self-correction. Is the students’self-correction more effective? In order to testify this, the author made an experiment on error correction techniques, one is the traditional way---teachers correct all the errors; the other is student-self correction. The students of the experiment are from two parallel classes, who are both from Grade 1 in the vocational middle school of Man Cheng; the experiment lasted for about one term. According to the analysis of the pre-test and post-test of the students’writings, the author reached the conclusion that students’ self-correction is more effective than total teacher correction. Later, as to how the students think of these correction techniques, the author made an interview among the students. Based on the study of the students’errors and correction techniques, in Part V, the author illustrates the findings and discusses the results of the experiment. Then in Part VI, some implications and suggestions are discussed for EFT in the future; Limitations of the present study are touched upon as well. Later, the conclusion of the thesis is given in Part VII.
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