【作者】 诺敏；

【导师】 格根；

【作者基本信息】 内蒙古师范大学 ， 教育硕士（专业学位）， 2017， 硕士

【摘要】 世界上大多数语言都具有时体系统,时体习得一直以来都是第二外语习得领域研究的热点之一。英语时态属于英语语法范畴,行为者通过时态的表达来描述动作主体与动作发生时之间的相互关系,英语时态学习是第二外语习得的重点,也是语言学习过程中的难点。根据新课标(2011)的要求,在初中阶段,学习者需要掌握并正确运用6种基本时态:一般现在时,现在进行时,一般将来时,一般过去时,过去进行时,现在完成时。因此本文选择这6种基本时态作为主要研究内容。本研究调查蒙古语授课初三学生英语时态学习状况及存在的问题和困难,在此基础上对学生的学习时态时的错误进行归类分析,希望能够促进学生的英语时态学习,进而提高蒙古语授课中学英语语法教学水平。本研究提出了三个研究问题:1.蒙古语授课初三学生时态学习现状如何?2.蒙古语授课初三学生学习这六种英语时态时主要犯的错误有哪些?3.产生这些错误的原因是什么?本研究主要采用的研究工具是问卷,语法测试,访谈。问卷调查用于了解蒙古族初三学生学习这六种基本时态时的难度感知,在此基础上,通过测试题找出学生学习时态时的一些典型错误加以分析,并通过访谈分析错误的原因。研究者选择内蒙古呼伦贝尔市新巴尔虎左旗阿木古郎第一中学和新巴尔虎右旗阿拉坦额莫勒第一中学初三学生为研究对象。在两个学校初三学生中发放问卷和测试题247份,回收有效问卷247份,测试题235份。问卷调查结果表明:这6种英语基本时态中,被最多受试者选为最难掌握的英语时态是现在完成时,其次是一般过去时。最容易掌握的时态是现在进行时。蒙古族初三学生学习6种英语基本时态的难易排列为:现在完成时>一般过去时>过去进行时>一般将来时>一般现在时>现在进行时。语法测试1和2的结果显示,时态之间的混用现象严重。其中,现在完成时和一般过去时,一般过去时与一般现在时,一般过去时与过去进行时的混用比率较高。从语法测试3(包括动词正确形式填空题,蒙英翻译题)中收集错误1172处,其中语际错误占42.2%,语內错误占57.8%。基于以上研究结果,作者提出了改进英语时态教学的一些建议。更多还原

【Abstract】 The most basic element in an English sentence is the verb.In order to describe the different forms of the verb,it is necessary to talk about tense.English verb tense belongs to the category of English grammar.The expression of tense is used to describe the relationship between action subject and action time.English verb tense learning has been a heated topic of second language acquisition(SLA)and also a difficult point in SLA process.According to the requirements of New English Curriculum Standard(2011),learners need to master six basic tenses in the junior middle school: simple present tense,simple past tense,simple future tense,present continuous tense,past continuous tense,and present perfect tense.Therefore,this thesis chooses the six basic tenses as the research content.This research investigates the current status quo of Mongolian Junior Three Students’ English verb tense learning.On this basis,the researcher analyzes some typical English tense errors which Mongolian Junior Three Students commit.Finally,some suggestions are put forward on improving the English grammar teaching efficiency in the Mongolian junior high schools.The research raises three research questions:1.What is the current situation of the Mongolian Junior Three Students’ six English verb tenses learning? 2.What are the major types of errors the students have made in learning those tenses? 3.What are possible causes of the typical errors the students have made in learning those tenses?Questionnaire,tests,interview are applied as the main research instruments in the research.The questionnaire survey is applied to understand the students’ perception of difficulty in learning and using English verb tenses.On that basis,three tests are applied to collect typical tense errors which students have committed;Moreover,the interview is used to analyze the causes of errors more specifically.The researcher chooses 247 Mongolian Junior Three Students in Amugulang NO.1 Mongolian Junior High School and Alatanemole NO.1 Mongolian Junior High School in Hulunbuir City,Inner Mongolia as research subjects.The researcher handed out 247 questionnaire and test papers,and all the questionnaires are valid.Among the collected tests 235 are valid.The results of the Questionnaire show that Present Perfect Tense is the most difficult one for Mongolian Junior Three Students to use correctly.And then Simple Past Tense is also hard to learn for them.However,the easiest tense is the Present Continuous Tense.The Mongolian Junior Three Students’ perception of difficulty of tense learning is as follows: Present Perfect Tense> Simple Past Tense>Past Continuous Tense> Simple Future Tense>Simple Present Tense > Present Continuous Tense.The results of Test 1 and Test 2 show that tenses are mistakenly used seriously.Among those tenses errors,those made between Present Perfect Tense and Simple Past Tense,between Simple Past Tense and Simple Present Tense,between Past Continuous Tense and Simple Past Tense have a relative high proportion.From Test 3,the researcher collects 1172 tense errors,among them,interlingual errors(LI interference)accounts for 42.2% and intralingual errors(target language causes)57.8%,are the main causes.Since causes of English tense errors are complicated.The author interviews 19 students from two schools to search for the causes of tense errors.Based on the above research results,the author puts forward some suggestions on how to teach English verb tense more effectively.更多还原