【作者】 张淑霞；

【导师】 张宏薇；

【作者基本信息】 东北师范大学 ， 教育， 2008， 硕士

【摘要】 内蒙古是一个有着悠久历史的少数民族地区,她的教育水平经过多年的努力,已经达到了我国的平均水平。但对于蒙古语授课的学校来说,英语教学起步较晚,学生英语水平不尽人意,教师教学经验也有些不足。笔者一直在蒙古语授课制高中工作,工作中遇到很多的困惑,尤其是学生的写作让人堪忧。因为蒙古族高中生主要授课语言为蒙古语,他们所接受的是“三语”教育,即蒙古语、汉语和英语三门语言。作为第三语言,英语学习是否受汉语和蒙古语语言迁移的影响。如果有影响,汉语对英语的影响大,还是蒙古语的影响大,目前还没有这方面的研究和结论。在这样的背景下,笔者针对蒙古族学生写作错误进行了一次研究。研究的对象为蒙古族学生,内容为蒙古族学生的写作错误。笔者在内蒙古自治区呼伦贝尔市一所蒙语授课高中的三个年段的实验班当中进行了一次写作练习。给学生布置了一篇命题为“我的未来”的写作练习。在数据收集后,笔者发现了蒙古族学生的主要错误11种,错误集中在逗号的滥用、句式结构紊乱、一个主语带一堆动词或句子的主语省略不明确、名词单复数混乱、助动词使用不恰当或不使用、非谓语动词用法不当或者说非谓语动词形式不明确等问题上。按照杰克·理查德的分类方法把这11种错误分为语际错误、语内错误和运用错误。从分析中可以得知,高一的学生对语言结构不太了解,主要犯的是语内错误,高二和高三学生的错误集中在语际错误方面。研究结果表明,蒙古族高中生随着英语学习的深入,犯语际错误的比例越来越大。根据三个年段学生主要错误分类统计,分析出错误的原因主要在于语言迁移,尤其是汉语的迁移占绝大部分。针对蒙古族学生写作中主要的错误,对下一步教学和研究提出了建议,建议在蒙古语英语教学中多利用对比分析进行教学,正确引导语言的正迁移,避免负迁移。在实验当中,笔者得出了结论:蒙古族高中生英语写作的错误主要集中在语际错误;较多的错误是受汉语负迁移作用,蒙古语影响的痕迹几乎看不见或不大。因此建议对以后的蒙古族学生英语教学和研究,应该多进行英汉两种语言的比较。更多还原

【Abstract】 As an autonomic region, the education in Inner Mongolia has achieved an average level of China. However, the teaching of English is not as developed as other subjects for its short history. For over ten years, I have been teaching English in a senior high school where the students are taught in Mongolian. There are several problems that need to be solved in my English teaching, especially the teaching of writing. I wonder why English writing of the students is not satisfactory. I want to know whether their English learning is affected by Chinese or Mongolian, and which has a greater effect, Chinese or Mongolian? Because the students have to learn three languages: Mongolian, Chinese and English.To find out the answer to my doubt and improve our English teaching, I start my research with a writing assignment for the students of different grades in a Mongolian senior high school of Hulunbeir , Inner Mongolia. The topic of this writing is“My Future”. In their writing, 11 kinds of major errors are found. They are about the wrong use of comma, indistinctive sentence structure, the undistinguishable use of the singular and plural forms of nouns and so on. With the contrast and analysis of their writing errors, we divided the errors into three: intralingua errors, interlingua errors and mistakes according to Jack Richard and Corder. The students in Grade One aren’t able to grasp the features of the structure of English sentences, so they had more intralingua errors. But the students of Grade Two and Grade Three made more interlingua errors than intralingua errors and mistakes. In average, most of the students’writing errors come about due to interlingua errors. Therefore , we can draw a conclusion that a positive transfer has an important effect on Mongolian students’English learning . And the transfer mostly comes from Chinese but not Mongolian. So it is suggested that contrast and analysis among three languages should be used and learned by the English teachers in their future work.After the research, I found out that Chinese has such a great effect on their English study instead of Mongolian. And those students of higher grades are more likely to be affected by Chinese. It’s so useful that we should pay more attention to the comparison and contrast of the two languages: English and Chinese in later teaching.更多还原