【作者】 王宁；

【导师】 胡选恩；

【作者基本信息】 陕西师范大学 ， 教育硕士（专业学位）， 2016， 硕士

【摘要】 如今,随着中小学英语教学的普及以及其在大学课程中的广泛使用,英语的重要性日益凸显。作为英语学习四个基本目标之一的写作在英语学习中有着至关重要的作用。它能够促进学生批判性思维的发展,提高他们使用目标语的能力以及用目标语表达自我的能力。尽管写作在英语学习中有着重要的作用,写作现状却差强人意。许多的研究证实了外语学习者往往先用母语进行思考,所以他们写出的许多句子结构都类似于其母语。先前的研究证实了母语迁移在外语学习中占据着重要角色并且在各个语言层面都有显现。有语言学家曾指出英语学习中的母语迁移和学生所犯的错误密切相关。鉴于此,错误分析是研究母语负迁移的重要手段并且由母语负迁移引起的错误应引起人们的高度重视。实际上,错误在帮助人们了解学习者在二语学习者的学习进度和状况方面起着重要作用。目前为止,已经有无数的研究侧重于形态,句法,词汇以及篇章方面的负迁移。但是,在研究二语水平如何影响母语负迁移的错误方面仍有欠缺。因此,本研究旨在调查初中学生和大学生在作文中所犯错误类型和分布的相同和不同点,从而探究母语负迁移和第二语言水平之间的关系。本文就100名英语学习者进行研究。其中50名来自深圳的初中生和50名来自当地的大学二年级。50名初中生的英语写作水平为低级,50名大学生的写作水平被视为高级。为了实现研究目标,我从两个群体中随机选择了相同数量的被试者。本文主要通过样本作文、调查问卷和个人访谈进行了实证研究。被试者要求在80分钟内完成中英版的作文,字数要求分别为80词和200词左右。中英文对照是为了探究是否存在母语的迁移。调查问卷可以更好地了解外语学习者的学习背景以及写作过程。最后,我采访了一些被试者以便了解他们犯错误的可能的原因。调查问卷和个人访谈证实了母语负迁移的存在。通过对写作样本的分析,形态方面的负迁移错误主要是大小写和拼写；词汇层面的错误有词汇搭配,形态以及用词,句法层面的错误主要为从句,存在句式,系动词,连词以及一致性等,篇章层面的错误主要是段落间的连贯和篇章布局。母语负迁移是引起错误不可忽视的一个重要原因,但是二语水平也是重要因素。与此同时,研究结果表明,在写作过程中初中生更依赖于母语并且更容易受母语负迁移影响。然而,并不是所有的母语负迁移引起的错误数量随着二语水平的提高而减少。尽管有许多关于母语负迁移对英语写作的研究,但是国内缺少关于母语负迁移在不同英语水平的学习者中的研究。本文的目的就是丰富此方面的研究。此外,本文旨在为师生克服母语负迁移建言献策。更多还原

【Abstract】 English is increasingly important in modern China as it is compulsorily taught at all primary and middle schools and is the medium of instruction in some universities at present. Furthermore, of all the four basic language skills, writing is of vital importance in the process of English learning for it can develop students’critical thinking, enhance their ability to use target language and improve their proficiency in self-expression. While a proper command of writing ability has been ubiquitously recognized as crucial for successful second language acquisition, mastering English writing ability is far from easy for many L2 students and the situation is far from satisfying. Many results have proved that many Chinese ESL learners tend to think in Chinese before they write the English articles and that the surface structures of many interlanguage strings produced by the participants are identical or very similar to the normative sentence structures of the learners’ first language. Besides, there is compelling evidence that language transfer plays a substantial role in the process and outcome of second language acquisition and can be traced in every English level. It is maintained that the level of interference in the learning of English language is correlated to the types and amount of errors committed by students. Actually, the learners’errors are very important in providing "insight into how far a learner has progressed in acquiring a language and showing how much more the learner needs to learn". Given that, error analysis is an effective way to analyze the negative transfer in English learning and the errors caused by negative transfer should not be ignored. Up to now, incalculable studies have focused on the substance, lexical, syntactic and discourse errors committed by Chinese EFL (English as a Foreign Language) students. However, what seems to be lacking is to what extent the proficiency level of students can affect the distribution of their errors and error types. Thus, the present study aims to investigate differences and similarities of the error types in the writings of both junior middle school students and Chinese EFL university students, studying what the relationship between negative language transfer and students’ level of second language proficiency.The study was conducted in Chinese EFL learners who are native-speakers of Chinese from junior middle schools and the local college. Within them, the author selected participants from both groups with two distinct sub-levels that would be henceforth referred to as low-intermediate and advanced. The author selected an equal number of students from each sub-level randomly in order to facilitate a cross-level comparison in accordance with my research questions. The instruments included a demographic questionnaire, writing samples and interviews. The participants were given with the topic "is it a good idea to keep dogs as pets?" within the same time slots of 80 minutes both in Chinese and English. A word limit was set at about 80 and 200 words for students at the two proficiency levels respectively. Then a comparison between the interlanguage strings and equivalent strings in the learners’ native language was carried out to find out whether cross-linguistic influences were at work. The demographic questionnaire was used to understand the subjects’mental process in second language writing. Finally, some of the participants were interviewed to reflect the possible reasons why they made mistakes in the items whose writing resembled Chinese structures.Results from the questionnaire and interviews confirms the involvement of L1 transfer. The results of the writing samples indicated that errors from the lexical level mainly included improper word choice, collations and derivation; errors from the syntactic level included word order, existential structures, agreement, and so on and those from the discourse level included periphrastic-topic constructions and sentence structure. Mother tongue influence is inevitably an important reason for the problems, but L2 language proficiency is also an important factor. In addition, the results showed that generally less proficient learners rely more on mother tongue and L1 interference is more evident in the less proficient levels. However, the number of errors does not totally decrease with the improvement of language proficiency. Results of such research would have considerable potential for raising students’awareness of Chinese negative transfer, alleviating English language teachers’workload and eventually quickening students’ learning process.更多还原