非英語專業(yè)本科生英語寫作中句法層面的母語負(fù)遷移研究.pdf

1、中圖分類號(hào)：UDO：800訶jI￡解■哪罵二I砷密級(jí)：學(xué)校代i6：碩士學(xué)位論文(同等學(xué)力)公開10094AStudyontheNegativeTransferofLlatSyntacticLevelinEnglishWritingsofNonEnglishUndergraduates非英語專業(yè)本科生英語寫1付句法層面的母語負(fù)遷移研究作者姓名指導(dǎo)教師學(xué)科專業(yè)名稱研究方向申請(qǐng)學(xué)位級(jí)別論文開題日期韓小衛(wèi)唐麗萍副教授英語語言文學(xué)英語語言學(xué)碩士2

2、007年11月3日二oo八年九月十日h字尤4汜AbstractLanguagetransferreferstotheinfluenceonsecondlanguagelearners’interlanguageresultingfromsimilaritiesanddifferencesbetweenthetargetlanguageandanylanguagethatispreviouslyacquiredIthasbeenacent

3、ralissueinthefieldofsecondlanguageacquisitionandforeignlanguageteachingforalongtimepastBetweenthe1950sand1960s，behaviorists，withLadoastherepresentative，consideredlanguagetransferasinterferenceandcontrastiveanalysisbecame

4、prevalentforashortwhileInthe1970s，linguists，withCorderastherepresentative，regardedlanguagetransferascommunicationstrategyandcontrastiveanalysisgraduallylostgroundtoerroranalysisUntilrecentlylinguists，withSchachterasthere

5、presentative，viewedlanguagetransferasacomplexpsychologicalcognitiveprocessSince1990s，withtherapiddevelopmentofcomputertechnologyandtheestablishmentoflearners’corpus，thecorpus—basedstudyonlanguagetransferhasgainedalargenu

6、mberofachievementsHoweverwiththeconfinementofmarkingandanalysistechniques，studiesatthemomentaremainlyconductedatlexicallevelandthoseatsyntacticlevelremainsquitelimitedThepresentresearchemploystheapproachofqualitativestud

7、ytoprobeintothenegativetransferofL1atsyntacticlevelinEnglishwritingsofnonEnglishundergraduatesFirstlytheresearchtakesthewritingproductsof95non—Englishsophomoresasthelinguisticmaterialsandthenanalyzesandclassifiesthemanda

8、tlastconcludes9typesofcommonerrorsatsyntacticlevelbecauseofnegativetransferofL1：(1)“therebe”structureasthetopic(2)subjectlessandpredicatelesssentences(3)co—existenceof‘be”andnotionalverbs(4)confusingsentencestructures(5)

9、faultyparallelism(6)fragmentsentences(7)commasplices(8)disagreementbetweensubjectandpredicate(9)omissionof“that”beforethat—clauseassubjectThepresentresearchfurtherrevealsthatlearners’sexualdifferencesalSOexertdifferentin