【作者】 杨柳；

【导师】 刘智勇；

【作者基本信息】 西南大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 《普通高中英语课程标准》(2017)中提出了学科核心素养,而英语学科的核心素养涵盖了语言能力,文化意识,思维品质和学习能力四个方面。语言能力指在社会情境中,以听、说、读、看、写等方式所理解和表达出意义的能力,以及在学习并使用语言的过程中所形成的语言意识和语感。因此,英语书面表达就可以反映出学生核心素养中语言能力是否有所提升的一方面。在学生的日常写作中,学生可以通过书面表达来进行信息传递与情感交流。同时,英语写作在高中英语教学中是不可忽视的一部分,不仅是因为英语书面表达占据试卷的25分,满分150的英语试卷,25分占比约17%,可见其地位之重,而且也因为通过写作,可以判定这位学生是否掌握平时所学内容,换句话说,可以看出这位学生的英语基础、语言运用能力以及学习能力。其次,英语在中国是非常受到重视的外语,学生们至少从三年级就开始学习英语,英语书面表达能力的培养,是一个循序渐进的过程,需要不断的积累,不断的改善,从而达到质的飞跃。在新课程标准中提出对于写作能力的测试要点有内容清晰、连贯,结构完整,逻辑性强,主题突出,用词及文体恰当。而学生们的语言运用能力在实践中并没有想象中的好,在平时的交流中,写作中或多或少会出现中式英语的表达,不能地道的使用英语表达,导致了学生用词不当,逻辑不清,这也是因为受到了母语的思维影响。也就因此,本文着手于《高中生英语书面表达的中式英语现象研究》,通过探索1.高中生常见书面表达错误及其中中式英语的错误表达分类及具体表现;2.高中生中式英语的形成原因;3.改善中式英语的教学启示。由于各学校之间在教学条件,师资力量,学生生源等方面存在差异,因此,本文是基于笔者所在学校陕西省城固县第一中学为例来展开研究的。本文通过使用样本分析、调查问卷以及访谈的三种方式对本校学生在英语书面表达中的中式英语现象来展开研究,以对比分析理论、错误分析理论、中介语理论和语言迁移理论这四个理论为基础,通过样本分析,笔者找出了学生常犯的错误,主要体现在动词,介词,冠词,形容词或副词,连词和中式英语,对以上常见错误进行举例分析,并总结出学习者常犯的错误在书面表达中所占比例,通过对比,得出学生在书面表达中所犯中式英语的错误占比最大,因此,进一步证明研究书面表达中中式英语的必要性,接着,笔者对中式英语的错误进行分类,主要分为词汇,句法,语篇等三个方面,笔者就这三个方面进行举例和分析,通过对两次书面表达的数据对比,笔者发现通过改进教学方式对学生在书面表达中犯下中式英语错误起到了很大的帮助,此外,笔者通过调查问卷和访谈的这两种方式,调查出学生在写作中出现中式英语的原因,主要包括母语负迁移,英语基础薄弱,教学过程中的问题以及一些其他原因。最后,笔者对论文和教学进行反思,得出了研究启示和研究的局限,还通过对本年级所有英语老师的访谈,最终总结归纳出三个方面的启示,主要涉及到对教师学生还有学校的启示。更多还原

【Abstract】 The English curriculum standard for senior high schools(2017)puts forward the subject core literacy,which includes four aspects: language ability,cultural consciousness,thinking quality and learning ability in English.Language ability refers to the ability to understand and express the meaning by listening,speaking,reading,reading and writing in social situations,as well as the language consciousness and language sense formed in the process of learning and using language.Then,English written expression can reflect whether the language ability of students’ core literacy has been improved.Students can communicate with each other through writing.At the same time,English writing plays an important part in English Teaching in senior high school,not only because English written expression occupies 25 points of the test paper,and 25 points of the English test paper with a full score of 150 account for about17%,which shows its importance,but also because by writing,we can judge whether the students have mastered the content they usually learn.In other words,we can see the students’ English foundation Language application ability and learning ability.Secondly,English is a foreign language that is highly valued in China.Students begin to learn English at least from Grade 3.The cultivation of English written expression ability is a step-by-step process to achieve a qualitative leap,which needs continuous accumulation and improvement.In the new curriculum standard,the key points of the test of writing ability are clear and coherent content,complete structure,strong logic,prominent theme,and appropriate wording and style.The students’ language use ability is not as good as expected in practice.In normal communication,Chinglish expression will appear more or less in writing,and they can’t use English expression authentically,which leads to students’ improper use of words and unclear logic,which is also affected by the thinking of their mother tongue.Therefore,this paper starts from the "study on Chinglish phenomenon of written expression in senior high school students’ English",through exploration 1 The common written expression errors of senior high school students and the classification and specific manifestations of Chinglish;2.the reasons for the formation of Chinglish for senior high school students;3.revelations on improving Chinglish teaching.Because there are differences in teaching conditions,teachers,students and other aspects among schools,this paper takes the Chenggu No.1 middle school in Shaanxi Province as an example.This paper studies the Chinglish phenomenon of students in English written expression by using three methods: sample analysis,questionnaire and interview.Based on the four theories of contrastive analysis theory,error analysis theory,interlanguage theory and language transfer theory,through sample analysis,the author finds out the mistakes often made by students,which are mainly reflected in verbs,Prepositions,articles,adjectives or adverbs,conjunctions and Chinglish,analyze the above common errors with examples,and summarize the proportion of learners’ common errors in written expression.Through comparison,it is concluded that students make the largest proportion of Chinglish errors in written expression.Therefore,it is further proved that it is necessary to study Chinglish in written expression.Then,the author classifies Chinglish errors,which are mainly divided into three aspects: vocabulary,syntax and discourse.The author gives examples and analyzes these three aspects.Through the comparison of the data of two written expressions,the author finds that the improvement of teaching methods has played a great role in helping students make Chinglish errors in written expression.In addition,by means of questionnaires and interviews,the author investigates the reasons for Chinglish in students’ writing,mainly including negative transfer of mother tongue,weak foundation of English,problems in the teaching process and some other reasons.Finally,the author reflects on the thesis and teaching,obtains the enlightenment of the paper and teaching,knows the limitations of the study and finally summarizes three enlightenments through interviews with all English teachers in this grade,mainly related to the revelations for teachers,students and schools.更多还原