【作者】 王楠；

【导师】 于建平；

【作者基本信息】 燕山大学 ， 外国语言学及应用语言学， 2014， 硕士

【摘要】 情态动词是英语中使用频率较高的动词，用在行为动词前，表示说话人对一动作或状态的看法或主观设想。情态动词虽然数量不多，但用途广泛；虽然形式简单，但语义和语用用法比较复杂。由于情态动词语义的复杂性，这些年对情态动词的研究一直是研究的热点、难点问题，对情态动词使用中的错误分析更是研究的关注点。众所周知，写作能力是学习者的认识能力、思考能力和语言文字运用能力的综合反映。在学习和使用外语的过程中,学习者不可避免地出现语言上的错误。在我国，英语专业的正式专业化教育是从大学阶段开始的，在大学阶段，学生在英语学习中开始深入接触情态动词。在教学中我们发现,大学生对情态动词的意义不甚了解，经常出现用错现象。为此，对大学生英语情态动词的使用进行错误分析极为重要。而最能反映大学生日常学习中英语水平以及英语情态动词使用情况的就是大学生英语作文。大学生英语作文可以全面反映大学生的英语笔语能力，情态动词的使用情况，同时也是最容易暴露大学生情态动词使用表达错误的资源。对大学生英语情态动词的使用情况的研究可以在一个侧面上了解大学生的英语水平，了解学生在学习中经常犯的错误，为以后的英语学习提供借鉴。本文基于错误分析理论，研究中国学生英语作文中的情态表达错误。以从WECCL2.0语料库的4950篇英语笔语语料中随机抽取100篇作文作为研究语料，采用定量和定性的方法研究了大学生在英语情态动词can, may, must, will, would,shall, should, could, might, ought to的使用上出现的错误。通过数据统计和分析，本研究的主要发现归纳如下：1）在使用频率方面，十个情态动词当中，中国大学生最常使用表达可能意义的情态动词can以及过多的使用表达责任与必须的情态动词should和must，而较少的使用would, shall, might, ought to；2）本研究把错误分为两类：语内错误和语际错误。总体上看，语际错误大于语内错误；3）造成中国大学生情态动词使用错误及缺乏语言地道性的原因除了有母语迁移的因素，也有学习者文化差异，思维模式的差异和情态动词的量值选用等方面的因素；4）本研究建议在英语教学中通过加强英美文化教育、加强情态动词语义和语用的教学、增强语言输入、创新英语教学方法及手段、提高教师素质等方式来减少学生英语作文中情态表达错误的发生概率。本研究将对提高中国学生英语情态动词的使用能力及中国英语情态动词教学水平具有重要意义。更多还原

【Abstract】 As one of the most frequently used English verbs, English modal verbs are usedbefore action verbs with the expression of the attitude and subjective assumption ofspeakers. Although the total number of English modal verbs is few, they are widely usedin English expression；Although the form of English modal verbs is simple, they arecomplex in semantics and pragmatics. For their senses complexity, the researches ofEnglish modal verbs are always the research focus and difficulty. The analysis of modalverb error expression is even more important.As we all know, English writing reflects comprehensive abilities of thinking,understanding and linguistic applying. In the process of learning and using a foreignlanguage, learners commit different language errors inevitably. In our country, the formaland professional English education starts at university stage. In university education stage,students begin to gain a further understanding of English modal verbs. In the process offurther understanding of English modal verbs, it is discovered that some universitystudents lack a correct understanding of the different senses of modal verbs in the teaching.And the phenomenon of error using is frequently emerged. Therefore, the error analysis ofthe usage English modal verbs of Chinese university students is urgently important.Moreover, the materials which can reflect the level of their English study and the usage ofEnglish modal verbs are the university students’ English compositions. The universitystudents’ English compositions can reflect their English writing competence and the usageof English modal verbs. What’s more, these are also very useful materials in discoveringthe expression errors exist in the modal verbs usage of university students. As an aside, theresearches of English modal verbs usage of Chinese university students can provide amaterial for the comprehension of university students’ English level, understanding theexisting common mistakes and provide guidance for further English teaching andstudying.On the basis of error analysis theory of language application, this paper studies theerrors of English modality expressions in the English compositions written by Chinese university students. With100English compositions extracting randomly from the4950compositions in WECCL2.0corpus as the research data, this paper adopts quantitativeand qualitative methods to researches the usage errors of English modal verbs, namely can,may, must, will, would, shall, should, could, might, ought to, in these compositions by theChinese university students. Through the data statistics and analysis, the main findings ofthis study will be summarized as follows:1) In terms of frequency in using ten modalverbs, Chinese university students commonly use can which mainly expresses themeaning of possibility and overuse should and must which express the meaning ofresponsibility and obligation, while underuse would, shall, might, ought to;2) This studydivides the errors into two categories: intralingual errors and interlingual errors. Generallyspeaking, interlingual errors is greater than the intralingual errors;3) The reasons whyChinese university students make errors in using modal verbs are cultural difference, thedifference of thinking mode and the difference of value of modal verbs in addition to themother tongue transfer;4) This study suggests that in English teaching, it shouldstrengthen British and American culture education, strengthen semantics and pragmaticsteaching of the modal verbs, strengthen language input, innovate English teachingmethods and improve teachers’ quality to reduce the probability of modal expressionerrors in students’ English compositions. This study owns significant senses in improvingthe ability of using English modal verbs by Chinese students and Chinese teaching level ofEnglish modal verbs.更多还原