基于語(yǔ)料庫(kù)數(shù)據(jù)對(duì)中國(guó)二語(yǔ)習(xí)得者關(guān)系從句使用情況的研究.pdf

1、西南交通大學(xué)碩士學(xué)位論文基于語(yǔ)料庫(kù)數(shù)據(jù)對(duì)中國(guó)二語(yǔ)習(xí)得者關(guān)系從句使用情況的研究姓名：胡霞申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師：呂長(zhǎng)竑20100501西南交通大學(xué)碩士研究生學(xué)位論文第1I頁(yè)●●_——●___IIIIl_l_Il—l__l____—●______l●●__Ill_●●___I__—_●●—__Il__●__I—III—ABSTRACTThepresentstudyhasconductedacorpusbase

2、dresearchofChinesecollegestudents’useofEnglishrelativeclauses(RCs)intheirinterlanguagebasedonthetheoriesofInterlanguage(IL)andErrorAnalysis(EA)Bydoingtheresearch，theauthoraimsatfindingoutthefrequencyofdifferenttypesofRCs

3、andwhatkindoferrorsthestudentsaremostlikelytomakeaswellasthecharacteristicsoftheerrorsThedatausedforthisstudyaretakenfromthreesubcorporaoftheChineseLearnerEnglishCorpus(CLEC)whichhavebeencompiledmainlybyProfessorGuiShich

4、unandProfessorYangHuizhongMorethan2000sentenceshavebeenchosenfromthethreesubcorporaasthestudyobjecttostudythephenomenonofavoidance，andafterthat，manualdivisionandsamplingareconductedtopickout207RCscontainingRCrelatederror

5、stOstudythefrequencyandcharacteristicsofdifferenttypesoferrorsAccordingtothedivisionstandardof‘‘performance’’and‘‘competence’’madebytheAmericanlinguistNChomsky(1956)，theauthordesignsatestpaperthatisrepresentativeoftheerr

6、orsampleofCLECtogroupalltheRCerrorsintotwocategories：competenceerrorsandperformanceerrorsTomakeitmorespecifictheerrorsineachcategoryareredividedintointerlingualerrorsandintralinguialerrors(Richards，1971)Thecausesfordiffe

7、renttypesoferrorsarcaddedattheendofeachsectionAftertheanalysis，theauthorfindsthat：(1)ThereisaphenomenonofavoidancewhentheChinesecollegestudentsuseEnglishRCsheadedbywhich，who，whomandwhere，butwiththeincreaseofthestudents’E

8、nglishproficiencylevels，theavoidancephenomenonbecomeslessserious(2)AmongalltheRCssampledfromCLEC，238％ofthemcontainRCrelatederrorsAmongalltheRC—relatederrors，53％areperformanceerrorsand47％arecompetenceerrorsTobemorespecifi

9、c，WrongAgreementImproperCollocationandDisorganizedSentenceStructureaccountfor60％ofallthetypeoferrors，therefore，thethreetypesoferrorsshouldbethefocusofclassroomteachingandRCacquisition(3)Theerrorsaremadebecauseofthenegati

10、vetransferbothfromthelearners’mothertongueandthetargetlanguageBasedontheresearchresultsoftllestudytheauthorconcludesthatperformanceerrorsequalcompetenceerrorsinnumberandthereforecannotbeignoredbytheEFLIearnersaswellasthe