高中生英語寫作中介詞IN概念遷移研究
發(fā)布時間：2025-02-15 11:04
迄今為止,語言遷移領(lǐng)域的最新理論是概念遷移假說。該假說認(rèn)為,不同的語言使用者在概念結(jié)構(gòu)和概念化模式上存在一定的差異。對于雙語或第二語言學(xué)習(xí)者來說,這些差異可能會在不同語言之間遷移。這意味著對語言遷移的研究將不再只是停留在對語言表層現(xiàn)象的分析上,如語法詞匯等,而是將重點放在探索學(xué)習(xí)者與母語概念系統(tǒng)的異同上。概念遷移現(xiàn)象可能反映在學(xué)習(xí)者習(xí)得目標(biāo)語的各個方面,包括詞匯搭配、時態(tài)語法、語言使用等。對于中國學(xué)生而言,在英語學(xué)習(xí)過程中,由于英漢兩種語言在介詞的概念范疇上劃分不同,這就使得英語介詞的使用成為中國學(xué)生面臨的一個主要問題。目前,國內(nèi)外對二語介詞習(xí)得與概念遷移之間的關(guān)系還沒有足夠的實證研究。然而,已有研究表明,對于不同國家的第二語言學(xué)習(xí)者來說,概念遷移是影響介詞習(xí)得的一個重要因素。英語寫作在高中受到了廣泛的關(guān)注。在英語寫作過程中,漢語的概念范疇,思維習(xí)慣與表達(dá)方式經(jīng)常會對高中生產(chǎn)生一定的影響,結(jié)果就會導(dǎo)致概念遷移與寫作錯誤的產(chǎn)生。在學(xué)生寫作中所犯的各種錯誤里,介詞錯誤是不可低估的。因為介詞作為一個功能詞,經(jīng)常和句子的其他成分一起使用。在高中生寫作中介詞IN的使用頻率最高,是學(xué)生最喜歡使用的介...
【文章頁數(shù)】：83 頁
【學(xué)位級別】：碩士
【文章目錄】：
中文摘要
ABSTRACT
Chapter I Introduction
1.1 Research background
1.2 Research purpose
1.3 Research significance
1.4 Structure of the thesis
Chapter II Literature Review
2.1 The definitions of terms
2.1.1 Language transfer
2.1.1.1 Definition of Language Transfer
2.1.1.2 Development of Language Transfer
2.1.2 Conceptual Transfer
2.1.2.1 Proposition of Conceptual Transfer
2.1.2.2 Definition of Conceptual Transfer
2.1.2.3 Classification of Conceptual Transfer
2.1.2.4 Premise of Conceptual Transfer
2.1.3 Conceptual Transfer Hypothesis
2.2 Research on Conceptual Transfer abroad and at home
2.2.1 Research on Conceptual Transfer abroad
2.2.2 Research on Conceptual Transfer at home
2.2.2.1 Theoretical researches
2.2.1.2 Empirical researches
2.3 Theoretical Foundations
Chapter III Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Ant Conc
3.3.2 Stimulated Recall
3.4 Research procedures
3.4.1 Data collection
3.4.2 Data analysis
Chapter IV Results and Discussion
4.1 Results and discussion of Ant Conc searching
4.1.1 The analysis of pilot test
4.1.2 The analysis of writing corpus
4.1.2.1 Conceptual Transfer analysis of Entry1
4.1.2.2 Conceptual Transfer analysis of Entry2
4.1.2.3 Conceptual Transfer analysis of Entry3
Chapter Ⅴ Conclusion
5.1 Major findings
5.2 Implications for senior high school’s English writing teaching
5.3 Limitations and prospects for future study
References
Appendix 1
Appendix 2
Appendix 3
Acknowledgements
本文編號：4034209
【文章頁數(shù)】：83 頁
【學(xué)位級別】：碩士
【文章目錄】：
中文摘要
ABSTRACT
Chapter I Introduction
1.1 Research background
1.2 Research purpose
1.3 Research significance
1.4 Structure of the thesis
Chapter II Literature Review
2.1 The definitions of terms
2.1.1 Language transfer
2.1.1.1 Definition of Language Transfer
2.1.1.2 Development of Language Transfer
2.1.2 Conceptual Transfer
2.1.2.1 Proposition of Conceptual Transfer
2.1.2.2 Definition of Conceptual Transfer
2.1.2.3 Classification of Conceptual Transfer
2.1.2.4 Premise of Conceptual Transfer
2.1.3 Conceptual Transfer Hypothesis
2.2 Research on Conceptual Transfer abroad and at home
2.2.1 Research on Conceptual Transfer abroad
2.2.2 Research on Conceptual Transfer at home
2.2.2.1 Theoretical researches
2.2.1.2 Empirical researches
2.3 Theoretical Foundations
Chapter III Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Ant Conc
3.3.2 Stimulated Recall
3.4 Research procedures
3.4.1 Data collection
3.4.2 Data analysis
Chapter IV Results and Discussion
4.1 Results and discussion of Ant Conc searching
4.1.1 The analysis of pilot test
4.1.2 The analysis of writing corpus
4.1.2.1 Conceptual Transfer analysis of Entry1
4.1.2.2 Conceptual Transfer analysis of Entry2
4.1.2.3 Conceptual Transfer analysis of Entry3
Chapter Ⅴ Conclusion
5.1 Major findings
5.2 Implications for senior high school’s English writing teaching
5.3 Limitations and prospects for future study
References
Appendix 1
Appendix 2
Appendix 3
Acknowledgements
本文編號：4034209
本文鏈接：http://www.wukwdryxk.cn/zhongdengjiaoyulunwen/4034209.html
最近更新
教材專著
