the application of contrastive method in teaching english grammar of compound sentences【畢業(yè)論文+任務(wù)書+開題報告+文獻綜述】

1、<p><b>　　本科畢業(yè)論文</b></p><p><b>　　（20 屆）</b></p><p><b>　　英語</b></p><p>　　The Application of Contrastive Method in Teaching English Grammar of

2、 Compound Sentences</p><p>　　外語學(xué)院學(xué)生畢業(yè)論文獨創(chuàng)性聲明</p><p>　　本人鄭重聲明：所呈交的畢業(yè)論文是本人在導(dǎo)師的認真指導(dǎo)下，獨立進行研究工作所取得的研究成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含其它個人或集體已經(jīng)發(fā)表的學(xué)術(shù)成果，也不包含為獲得浙江萬里學(xué)院或其它教育機構(gòu)的學(xué)位證書而使用過的材料。對本人的研究做出重要貢獻的個人和集體，均已在文中以

3、聲明方式表明。如本文涉及上述聲明及任何知識產(chǎn)權(quán)糾紛，本人將承擔(dān)一切責(zé)任。</p><p>　　學(xué)生簽名：_________日期：_________</p><p><b>　　摘 要</b></p><p>　　在英語語法的學(xué)習(xí)中，對英語第二語言學(xué)習(xí)者來說復(fù)合句是一個難點，其主要原因有兩點：1.句子結(jié)構(gòu)的復(fù)雜性；2.容易與其它同類句型弄混淆。因

4、此，在英語復(fù)合句的學(xué)習(xí)中，需要對同類句型之間進行對比分析，才能系統(tǒng)地學(xué)好英語復(fù)合句型的語法。然而，在很多語法研究和提供的學(xué)習(xí)書籍中，對英語復(fù)合句的對比研究與分析不夠全面，因此需要學(xué)習(xí)者自己總結(jié)。</p><p>　　本文借用對比語言學(xué)的理論以及前人對英語復(fù)合句的總結(jié)，比如黃南的三維立體英語語法，對英語復(fù)合句進行對比分析。通過橫向和縱向的比較，分析三類從句各自的特點，之間的關(guān)系和運用時的注意點。在教學(xué)中達到讓學(xué)生有

5、能力系統(tǒng)地歸納和分析英語復(fù)合句的句法和結(jié)構(gòu)，并加以靈活，熟練，無誤地運用。</p><p>　　關(guān)鍵詞：對比分析 英語結(jié)構(gòu) 三維體系語法 三類從句 句法運用</p><p><b>　　Abstract</b></p><p>　　In English grammatical learning, compound sentence is one

6、 of the difficulties confronting ESL learners, which mainly attributed to two factors: 1) complexity in structure; 2) easy confusion in association with other congeneric sentences. Therefore, to learn English compound se

7、ntences well, it is necessary to make a contrastive study on congeneric compound sentences. However, in quite a few English grammar researches and instruction materials, there is a lack of integrated analysis and study i

8、n t</p><p>　　Through longitudinal and transverse contrast, the thesis analyzes the features and interaction of three types of English compound sentences. Grounded on some theories of contrastive linguistics,

9、 e.g. Three Dimensional Compound Sentence by Huang Nan and elaborate summaries made by preceding scholars and experts, the study aims at enabling ESL learners to be equipped with the competence of systemic analysis and i

10、nduction of English compound sentences, with a flexible, proficient and correct employ</p><p>　　Key Words: Contrastive analysis English structure Three-dimension grammar three divisions of clause Applicat

11、ion </p><p><b>　　Contents</b></p><p>　　1. Introduction………………………………………………………………………...1</p><p>　　2. The Theory of Dimensional Compound Sentence, by Huang Nan…………………3</p

12、><p>　　2.1 Comparisons of Sentence Patterns of Nominal Clauses…………………………4</p><p>　　2.1.1 Objective Clause…………………………………………………..…………….4</p><p>　　2.1.2 Subjective Clause………………………………………………

13、…………4</p><p>　　2.1.3 Predicative Clause…………………………………………………………….....5</p><p>　　2.1.4 Appositive Clause…………………………………………..…….………6</p><p>　　3. Analysis of Attributive Clause………………………………

14、………………………7</p><p>　　3.1 Introductory Words of Attributive Clause………………………………………7</p><p>　　3.2 Comparisons between Attributive Clause and Other Analogous Clauses………8</p><p>　　3.2.1 C

15、omparisons between Attributive Clause and Apposition Clause………..8</p><p>　　4. Analysis of Adverbial Clause……………………………………………………….9</p><p>　　4.1 Comparisons of the Usage of “As” in Different Adver

16、bial Clauses……………9</p><p>　　4.1.1 The Adverbial Clause of Time………………………………………….…9</p><p>　　4.1.2 The Adverbial Clause of Reason……………………………………..….10</p><p>　　4.1.3 The Adverbial Clau

17、se of Manner………………………………..………10</p><p>　　4.1.4 The Adverbial Clause of Concession………………………………........10</p><p>　　4.2 The Difference of “Though/Although” and “Even If/Even Though”….……….... the Us

18、ed in Adverbial Clause of Concession……………………………….....10</p><p>　　5. Conclusion…………………………………………………………………………11</p><p>　　Work Cited………………………………………………………………………...…13</p><p>　　Acknowledg

19、ements</p><p>　　The Application of Contrastive Method in Teaching English Grammar of Compound Sentences</p><p>　　Introduction</p><p>　　In English grammatical learning, compound sent

20、ence is one of the difficulties confronting ESL learners, which are mainly attributed to two factors: 1) complexity in structure; 2) easy confusion with other congeneric sentences. </p><p>　　The research of

21、English grammar can be traced back to the 6th century, during which a period of anti-teaching of English grammar occurred. The traditional English grammar became prevailed in the 17th and 18th century. With the perfectio

22、n of linguistics and the theories of language teaching, the significance of grammar to TESL has been increasingly recognized till now. It is especially important to an ESL abecedarian who tries to establish a favorable E

23、nglish foundation.</p><p>　　The study aims at enabling ESL learners to be equipped with the competence of systemic analysis and induction of English compound sentences, with a flexible, proficient and correc

24、t employment. </p><p>　　Chen Jizhuang(2007) wrote that “As a Chinese ESL learner, his or her English competence is expressed mostly in writing and reading, including various examinations, such as CET4&6,

25、 in which reading comprehension occupies a large proportion.”(P.24) Apart from lack of vocabulary, complex compound sentences confront examinees. Yu Shanzhi (2007) explains that involved in the linguistic choice are the

26、inter-lingual and intra-lingual interference. Inter-lingual interference refers to the penetration of</p><p>　　With the improving requirement for teaching and mastering of English grammar, experts and schola

27、rs at home and abroad have already made contribution to this theme. A compound sentence is the one that contains at least two independent clauses. Thomas and Meriel (2001) explain that “there are, essentially, two furthe

28、r ways in which sentences can incorporate more than one clause. The first involves simply linking the clauses together on an equal footing. The second involves binding one clause to an</p><p>　　“In general,

29、compound sentences are classified into three categories: 1) nominal clause; 2) attributive clause and 3) adverbial clause. Additionally, nominal clause is subdivided into four types, namely, 1) subject clause; 2) object

30、clause; 3) predicative clause and 4) appositive clause.”(Huddleston, 2008, P.21) Cook and Newson explain that a compound sentence is differentiated from a simple one by the component elements to a whole sentence. In the

31、former, a sentence plays the part of the compon</p><p>　　The thesis will focus on the structural analysis of compound sentences through employment of contrastive methods, especially among sentences with easy

32、 confusion in association with other congeneric ones. For example, the difference and association between an object clause led by “when” and an adverbial clause led by “when” Additionally, a plenty of illustrative senten

33、ces will be provided. Apart from the examples, the analysis is grounded on some basic contrastive linguistics and elaborate summar</p><p>　　For instance, a grammatical concept of three-dimensional English gr

34、ammar suggested by Huang Nan, senior international business specialist, made a great contribution to the teaching of English grammar, with rapidly improved English level of a number of students and staff. Applied in the

35、compound sentence, the central essence is that a main clause consists of three elements---sentential form, syntactical structure and tense, which is identical to that of a subordinate clause. Thus, a compound sent</p&

36、gt;<p>　　The paper is generally divided into theoretical analyses and plentiful case studies. To a large extent, the two parts are complementarily mixed. Based on the paper, the author will accordingly design some

37、 specialized exercises for ESL learners who find difficulty in learning compound sentences. In the first part of the paper, the author will give a brief introduction to the theme and relative research field concerned. In

38、 the second part, a theoretical structure will be established for the thesis</p><p>　　In conclusion, grounded on relevant theories, the author will analyze compound sentences through various comparisons betw

39、een pairs of compound sentences with easy confusion in association with each other, with an expectation of throwing light upon those learners confused about compound sentences.</p><p>　　The Theory of Dimensi

40、onal Compound Sentence, by Huang Nan</p><p>　　The so-called dimensional grammar, simply saying, focuses on three elements included in English grammar, namely, sentential form, syntactical structure and tense

41、.</p><p>　　Applied in the compound sentence, these three elements in the main clause are identical to those of a subordinate clause. (Huang Nan, 2008, p.99)Thus, a compound sentence is actually of six dimens

42、ions in total. </p><p>　　2. 1Comparisons of Sentence Patterns of Nominal Clauses</p><p>　　Nominal clauses are divided into four types, namely objective clause, subjective clause, predictive clau

43、se and appositive clause. The following mainly focuses on the comparisons of these four types on terms of sentence patterns, grounded on the theory of Dimensional Compound Sentence.</p><p>　　2.1.1 Objective

44、Clause</p><p>　　There is a flexible alteration of tetragenous sentence pattern (positive and negative sentence, general and special question) between an objective clause and the main sentence it belongs to,

45、conveying various ideas. Tetragenous sentence pattern of the main sentence employs the patterns of simple sentence, while that of an objective sentence is regulated as follows: </p><p>　　1) When the objectiv

46、e clause is positive or negative, it is introduced by the word “that”, which can be left out;</p><p>　　2) When the objective clause is a general question, it is introduced by “whether” or “if”, which can not

47、 be left out;</p><p>　　3) When the Objective clause is a special question, it is introduced by special interrogatives, which can not be left out.</p><p>　　A chat below to make it more easily und

48、erstood:</p><p>　　PS: Any sentence pattern in the left side can be combined with that in the right side to make a compound sentence.</p><p>　　2.1.2 Subjective Clause</p><p>　　Identi

49、cal to objective clause, subjective clause is a nominal one. Therefore, when the subjective clause is positive or negative, it is introduced by “that”, which can not be eliminated; when subjective clause is general quest

50、ion, it is introduced by “whether”; if it is special question, then special interrogatives lead the clause. (Wu Ailing, 2006, P216)</p><p>　　I. In accordance with tetragenous sentence pattern, subjective cla

51、use, with its main sentence remaining positive, can be changed as follows:</p><p>　　1) That the students learn English is very important. </p><p>　　2) That the students do not learn English is v

52、ery important.</p><p>　　3) Whether the students learn English or not is very important.</p><p>　　4) How the students learn English is very important. </p><p>　　Note: In subjective c

53、lause of general and special question, sentence constituents can not be inverted as simple sentences. E.g. Why didn’t he come yesterday is not clear. (False) Why he didn’t come yesterday is not clear. (True)</p>&

54、lt;p>　　II. According to tetragenous sentence pattern, main sentence, with its subjective clause remaining positive, can be changed as follows: </p><p>　　1) That students learn English is important.</p&

55、gt;<p>　　2) That students learn English is not important.</p><p>　　3) Is students learn English important? (not used)</p><p>　　4) Why is students learn English important? (not used)</p

56、><p>　　To eliminate the inappropriate caused in language sense, these two question sentences above are not used, which are substituted for the o tetragenous sentence pattern of formal subject. For example:</

57、p><p>　　1) It is important that students learn English.</p><p>　　2) It is not important that students learn English.</p><p>　　3) Is it important that students learn English?</p>

58、<p>　　4) Why is it important that students learn English?</p><p>　　2.1.3 Predicative Clause</p><p>　　When predicative clause is positive or negative, it is led by “that”; if the predicativ

59、e clause is a general question, it is introduced by “whether”; it is introduced by special interrogatives if it is a special question.</p><p>　　I. The predicative clause changes to the tetragenous sentence p

60、attern in condition that its main sentence remains positive:</p><p>　　1) The fact is that we have enough money.</p><p>　　2) The fact is that we don’t have enough money.</p><p>　　3)

61、The question is whether we have enough money.</p><p>　　4) The question is how much money we have,</p><p>　　II. The main sentence changes to the tetragenous sentence pattern in condition that its

62、 clause remains positive:</p><p>　　1) The fact is that I like the job.</p><p>　　2) The fact is not that I like the job.</p><p>　　The main sentence here generally is not “general que

63、stion” or “special question”, since in these two sentence patterns, the subject is closely followed by predicative clause, which can be easily mistaken as appositive clause. E.g. 1) Is the fact that I like the job? (not

64、used) 2) How is the fact that I like the job? (not used)</p><p>　　2.1.4 Appositive Clause</p><p>　　Appositive clause functions as an explanation to a noun. It is one of the nominal clauses and u

65、sually follows a noun which is substantially meaningful. The clause is mainly led by “that”, even though it begins with interrogatives. According to what kind of components of the noun followed by appositive clause, the

66、appositive clause is classified into three categories:</p><p>　　I. Subjective appositive clause. E.g. The fact that Tom has been admitted by Peking University surprised most of us. Note: if the appositive cl

67、ause is too long, it can be separated from the subject. E.g. The rumor soon spread that the medicine can cure all kinds of disease.</p><p>　　II. Objective appositive clause. E.g. She didn’t tell me the news

68、that English lesson will be taught by a new teacher. E.g. The family is discussing a question (that) whether they should buy a new TV. Note: Be cautious to differentiate appositive clause and postposition subjective clau

69、se. E.g. It has taught me a big lesson that he failed in the exam due to lack of sleep. (Subjective clause) E.g. It has taught me a big lesson that one may fail in exam due to lack of sleep. (Appositive clause)</p>

70、<p>　　III. Predicative appositive clause. E.g. The media’s negative comment on the stock market is a sign that the stock price will drop soon. E.g. What the workers are waiting for is only a promise that their wor

71、king conditions will be improved. </p><p>　　Analysis of Attributive Clause</p><p>　　Having made a brief comparison among the sentence patterns of four varieties of nominal clauses, the body move

72、s to the part of analysis of attributive clause. In main sentence, the attributive clause modificatorily and finitely follows a noun. “In the comparison of English and Chinese, the position of attributive of English is c

73、ompletely different from that of Chinese. Opposite to Chinese, the clause is ruled to be placed after the noun it modifies.”(Ruan Xiaoxia, 2010, P.56-58) It just causes c</p><p>　　3.1 Introductory Words of A

74、ttributive Clause</p><p>　　I. Ellipsis of introductory words. The introductory words can be left out in the situations as follows: 1) When it functions as an object in attributive clause. E.g. The teacher (w

75、ho) I like is very humorous. E.g. I am reading the book (which) you lent me yesterday. 2) When it is used as predictive. E.g. He is not the poor student (that) he was during the school years. 3) When it functions as a su

76、bject in the sentence pattern of “there be”. E.g. I must finish the work (that) there is left to me.</p><p>　　II. Separate function of introductory words. When introductory words function as nominal componen

77、ts in attributive clause, only “which” or “that” can be used instead of “where”, “when” and “why”. Here are the comparisons between eth usage of adverbial introductory words and “which”</p><p>　　1) “Where” a

78、nd “which”. E.g. This is the room where we had a meeting yesterday. (“where” here is used as a adverbial of place, name “in which”) E.g. This is the room which has been cleaned. (“which” functions as a subject, namely, t

79、he room) </p><p>　　2) “When” and “which”. E.g. I’ll never forget the days when we worked together. (“when” functions as an adverbial of time, namely, at that time) E.g. I still remember the days which we spe

80、nt in the army. (“which” functions as an object, namely, these days)</p><p>　　3) “Why” and “which”. E.g. I want to know the reason why he was absent yesterday. (“why” functions as an adverbial of reason) E.g

81、. Does she have a reason which can explain her absence. (“which” functions as a subject, namely the reason)</p><p>　　3.2 Comparisons between Attributive Clause and Other Analogous Clauses</p><p>

82、;　　One of the difficulties that attributive clause brings is that preposition is brought forward the introductory word, which makes easy confusion with an objective clause led by a preposition. </p><p>　　A c

83、omparison can be made with the brief introduction above of the introductory words of attributive clause. The approach suggested to differentiating these two types of clauses is that with preposition removed, if the conju

84、nction can function as a component, then it is attributive clause; conversely, object clause. </p><p>　　E.g. 1) Have you met the girl about whom the boy was speaking?</p><p>　　2)

85、 Have you told the girl about what the boy used to be?</p><p>　　3.2.1 Comparisons between Attributive Clause and Apposition Clause</p><p>　　Here is suggested a way to differentiating these two t

86、ypes of clauses. Zhang Jin and Jiang Lin(2005) explain that if a noun (pronoun), given no conjunction, can be put into a subordinate clause functioning as a component, then it is attributive clause; conversely, it cannot

87、 be and in addition poses a equal relationship to the subordinate clause, then it is defined as appositive clause.(P52) </p><p>　　E.g. 1) We must face the fact/one that might make u

88、s miss our chance</p><p>　　2) We must face the fact/one that we might miss our chance.</p><p>　　It is not always the case that an apposition clause is led by “that”, also including all the intro

89、ductory words that attributive clause employ, except for “whether”, which the former exclusively uses. The introductory word of apposition clause makes a further explanation for rather than refer to its antecedent.</p

90、><p>　　E.g. 1) The reason why he was late for class is quite clear.</p><p>　　2) He has solved the problem why the radio was out of order.</p><p>　　Analysis of Adverbial Clause</p>

91、;<p>　　“Adverbial clauses are classified into nine categories, which are the adverbial clauses of time, place, manner, reason, result, purpose, condition, concession and comparison.”(Xiao Liming, 2003, P106) Every

92、 type of adverbial clause has its frequently-used introductory words. The clause is placed whether before or after the main sentence. With regard to the three dimensions, adverbial clause and main sentence are not restri

93、cted in the aspects of sentential form and syntactical structure. As to te</p><p>　　4.1 Comparisons of the Usage of “As” in Different Adverbial Clauses</p><p>　　The usages of “as” vary greatly w

94、hen situated in different adverbial clauses. Apart from that, they are easily confusing. Generally, the word “as” can be used in five kinds of adverbial clauses, namely, the adverbial clauses of time, manner, reason, con

95、cession and comparison. The main contractiveness is listed as follows:</p><p>　　4.1.1 The Adverbial Clause of Time </p><p>　　The meaning of “as” is defined as “when” in an adverbial clause. Only

96、 “as” can be used instead of “when” or “while” in following situations: 1) Two actions by one person proceed alternately. E.g. He looked behind occasionally as he went forward in the forest. 2) Two actions occur in synch

97、ronization. E.g. As children get older, they become more and more interested in everything. 3) Two ephemeral actions or things happen almost simultaneously. E.g. Just as the flying worm hit her face, she gave a </p>

98、;<p>　　4.1.2 The Adverbial Clause of Reason</p><p>　　The meaning of “as” is defined as “now that” in an adverbial clause of reason, which is identical to the usage of “since”, referring to reasons wil

99、dly known to people or obviously seen. E.g. As/Since you're not feeling well, you may stay at home. What is worth noticing is that the word “since” can also be used to introduce an adverbial clause of time, which sho

100、uld be of simple past tense and whose main sentence should be of present perfect. </p><p>　　4.1.3 The Adverbial Clause of Manner</p><p>　　The meaning of “as” is defined as “according to the mann