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1、英語(yǔ)作文第三人稱(chēng)單數(shù)一般現(xiàn)在時(shí)錯(cuò)誤分析[Abstract]Writingisaneffectiveoverallwayoftestingone’sEnglishability.ItcanhelpstudentstoimproveEnglishproficiencyextendthelearners’usingrangeimprovelogicalthinkingproblemanalyzingcultivatethestrictwkat

2、titude.Itcanalsoimproveone’sreadingspeakinglisteningsoon.Duringoneahalfmonthsteachingpracticetheauthanalyzed52students’228piecesofwritingsfromtwodinaryclasses(103students)inseni1XiamenXiang’anNo.1dleSchool(keydleschool).

3、Theauthcountedupthatthesinglethirdpersonpresenttenseerrstheymadewereasfollows:expressionerrs27%subjectverbisnotinagreement25%tenseerrs17%omitting“be”13%syntaxerrs11%consecutivepredicateserrs5%spellingerrs3%omittingauxili

4、aryverb0.42%voiceerrs0.42%.Intheauth’sopinionthemainreasonsarethediscrepancyofthinkingmodeltheinfluencesoflanguagetransferthesecondlanguageacquisition.Asstudentsofkeydleschooltheystillmakesuchkindsoferrsletalonethestuden

5、tsindinaryschool.ThispaperattemptstoanalyzetheseproblemsthereasonsaimingatmakingsomesuggestionsfdleschoolEnglishteachers’consultation.InshtthereisalongwayfdleschoolEnglishteacherstogotoimprovestudents’writingskills.[KeyW

6、ds]Seni1EnglishwritingthethirdpersonpresenttensetransfermodethinkingSecondLanguageAcquisition【摘要】英語(yǔ)寫(xiě)作是能全面檢測(cè)一個(gè)人英語(yǔ)水平的一種有效手段,而且寫(xiě)作能幫助學(xué)生提高使用英語(yǔ)的正確性擴(kuò)大所用語(yǔ)言的范圍提高邏輯思考及分析問(wèn)題的能力,培養(yǎng)嚴(yán)謹(jǐn)?shù)墓ぷ髯黠L(fēng)。另外寫(xiě)作對(duì)閱讀聽(tīng)力口語(yǔ)也都有促進(jìn)作用。在一個(gè)半月的實(shí)習(xí)過(guò)程中筆者對(duì)廈門(mén)翔安一中(重點(diǎn)中學(xué))

7、高一兩個(gè)普通班(103個(gè)學(xué)生)中的52位學(xué)生的228篇作文進(jìn)行了分析,統(tǒng)計(jì)出他們所犯的第三人稱(chēng)單數(shù)一般現(xiàn)在時(shí)錯(cuò)誤類(lèi)型如下:表達(dá)錯(cuò)誤27%;主謂不一25%;時(shí)態(tài)混亂17%;遺漏be動(dòng)詞13%;句法結(jié)構(gòu)錯(cuò)誤11%,連動(dòng)錯(cuò)誤5%;拼寫(xiě)錯(cuò)誤3%;缺少助動(dòng)詞0.42%;語(yǔ)態(tài)錯(cuò)誤0.42%。筆者認(rèn)為出現(xiàn)這些錯(cuò)誤的主要原因有:英漢思維模式的差異,漢語(yǔ)對(duì)英語(yǔ)的遷移影響以及第二語(yǔ)言習(xí)得的影響。作為重點(diǎn)中學(xué)的學(xué)生他們?nèi)匀粫?huì)犯這樣的錯(cuò)誤,更不用說(shuō)那些普通中學(xué)

8、的學(xué)生了。本文分析了所出現(xiàn)的問(wèn)題和原因旨在給中學(xué)英語(yǔ)老師提供一些建議以供參考??傊?,中學(xué)英語(yǔ)老師要提高學(xué)生的寫(xiě)作能力還是任重而道遠(yuǎn)的?!娟P(guān)鍵詞】高一英文寫(xiě)作;第三人稱(chēng)單數(shù)一般現(xiàn)在時(shí);遷移;思維模式;第二語(yǔ)言習(xí)得1.Introduction1.1Basicconceptofwriting“‘Writingisconcernedontheonehwiththedefinitionredefinitioncreationrecreationo

9、ftheselfothersthewldaprocesswhichwemaycallreflectionontheotherhwithcommunicationwithothersaprocesswhichwecalltransmission.’FromWilkinson’sdefinitionofwritingwecanseethatwritingisfirstofallaprocessduringwhichawriterwrites

10、faparticularobjectview.Onlyinthiswaycanwritingberegardedwiththeemphasison‘communicativeskill’InthesecondlanguagecontextsuchasthesituationinChinawhethertheexpressionconfmstothehabitofEnglishexpression.Omitting“be”isthatth

11、ereshouldhavebeena“be”therebutitisomittedfsomereasons.Consecutivepredicatesmeanthatasentencehastwomainverbswithouttheconjunction.Thirdstagetheauthclassifiedtheseerrsaccdingtothereasonscountedthemupmadethemintotables.Tabl

12、esarearrangedbythemosterrstheymadetotheleasterrs.Table1:Fromthetablesabovewecanseeclearlythatthemainproblemsareexpressionerrssubjectverbisnotinagreementtenseerrs.Among52studentsthereare29(table2)studentswhohaveexpression

13、errs.Thereasonstheymakethesekindsoferrsarethat:thediscrepancyofEnglishChinesemodethinkingthenegativetransferofnativelanguagethesecondlanguageacquisition.3.Reasons3.1ModethinkingAnation’smodethinkingmodelanguagearethedeep

14、structuresofnationalculturethatarecongruouswithculture.Becauseofthediscrepancyofmodethinkingdifferentnationshavedifferentwaysofusinglanguageotheraspects.[3]SoEnglishlearnerssurelywillcomeacrossallkindsofdifficultiesfthed

15、iscrepancyofitsessence.Inwesterncountriestheirspacenavigationviewsthefeaturesoflogicalthinkingareasfollows:Firstinstudyingtherelationsofhumanhumanhumanthingstheymainlystudytherelationsofhumantothingshumantonatural.Second

16、intherelationofmaterialspirittheyputstressonthetwooppositiondivision.Thirdtheypayattentiontodialecticreasons.FourthinscientificstudymethodthewesternersstronglyattachimptanceonevidenceanalysisfromancientGreek.Softheefftso

17、fabovementionedaspectsthewesternershavebrightfeaturesofstressingonreasonanalysiscompletefm.ButfChinatherearecompletedifferentfeatures.Firsttheyputtherelationofhumanhumaninthefirstplace.Secondtotherelationofspiritmaterial

18、Chinesetraditionalphilosophypaysmeattentiononthetwo’sunityconsistency.Thirdthereisanintuitiononinstinctiveexperienceentiresynthesis.Butitdoesn’tpayattentiontoexperimentanalysis.[4]FabovereasonsthereisagreatdiscrepancyofC

19、hineseEnglishexpressionsoChinesestudentsespeciallydleschoolstudentsalwaysfindthattheycan’texpresstheirideasnaturallyaccurately.TheyjusttranslatetheirideaswdbywdintoEnglish.[5]E.g.:(1)Shelikeachild.(No.1)(HereNo.1meansthe

20、notebookIhavenumbered)(2)Shejustlikeoursister.(No.7)(HereNo.7meansthenotebookIhavenumbered)(3)Ourcountryneedapersonwhoisgoodateverythingnotjustarobottodohomewk.(No.13)(HereNo.13meansthenotebookIhavenumbered)(4)–AreyouJea

21、nne(Telephonecall)I’mJeanne.(No.30)(HereNo.30meansthenotebookIhavenumbered)ThefoursentencesabovearecompleteChinglish.They’dbetterberevisedasfollows:(1)Shelookslikeachild.(2)Shejustlookslikeoursister.(3)Ourcountryneedsape

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