参考文献和文中夹注的论文样本2张鹏飞 1105214002

参考文献和文中夹注的论文样本2张鹏飞 1105214002 整合观念下英语学习者中介语句法错误研究 阳 理 工 学 院 本 科 毕 业 设 计(论文) 南 整合观念下英语学习者中介语句法错误研究 On Syntactic Errors of Interlanguage of English Learners Under Conceptual Intergration Theory 学 院(系): 外 国 语 学 院 专 业: 英 语 学 生 姓 名: 任 广 微 学 号: 051108001 指 导 教 师(职称): 温伟力(教授) 评 阅 教 师: 完 成 日 期: 2012年3月20日 南阳理工学院 Nanyang Institute of Technoloy 整合观念下英语学习者中介语句法错误研究 2 整合观念下英语学习者中介语句法错误研究 整合观念下英语学习者中介语句法错误研究 英语专业 任广微 ,摘 要, 中介语是外语学习者在介于母语及目标语之间建立的一种独立的语言体系，是一种介于母语和目的语之间的过渡性语言。学习者在第二语言习得发展过程中出现中介语错误是不可避免的，而中介语理论却无法明确解释母语和目标语对第二语言学习者产生的共同影响。概念整合理论在中介语研究方面则具有其明显的解释力和优越性。本篇论文就是通过运用概念整合理论对英语学习者的中介语句法错误进行研究。本文首先阐述了中介语理论和概念整合理论，然后用概念整合理论对中介语系统的形成进行解释，分析中介语句法错误成因，再运用整合空间网络模式分析和归纳中介语句法错误类型，最后结合对中介语句法错误的研究，提出了应对中介语句法错误的策略。 ,关键词, 中介语;概念整合;母语;目标语 I 整合观念下英语学习者中介语句法错误研究 On Syntactic Errors of Interlanguage of English Learners Under Conceptual Integration Theory English Major REN Guang-wei Abstract: Interlanguage is an independent language system is established by foreign language learners between native language and target language, and is also a transitional language existed between mother tongue and target language. It is unavoidable for learners to make syntactic errors in the process of second language acquisition. However, interlanguage theory can not explain the common effects of native language and target language for second language learners clearly. Conceptual integration theory has a sound explanation power and great advantage in second language acquisition research. This paper aims to use conceptual integration theory to study syntactic errors of interlanguage of English learners during second language learning, and analyze and correct the learners? syntactic errors. This paper first introduces the conceptual integration theory and interlanguage theory, and then uses the conceptual integration theory to explain the formation of interlanguage system and analyze causes of syntactic errors. Finally, the paper summarizes and analyzes the types of syntactic errors of interlanguage by using the space mode of conceptual integration network, and presents strategies to deal with errors. Key words: interlanguage; conceptual integration theory; native language; target language; II 整合观念下英语学习者中介语句法错误研究 Contents Introduction ............................................................................................................................1 Chapter 1 Interlanguage Theory and Conceptual Integration Theory ....................................2 1.1 Interlanguage theory ..................................................................................................2 1.2 Conceptual integration theory ....................................................................................3 Chapter 2 Using conceptual integration theory to analyze and explain the causes of syntactic errors of interlanguage ............................................................................................................4 2.1 Explanation of conceptual integration theory for formation of interlanguage ..............5 2.2 Causes of syntactic errors of interlanguage under conceptual integration ....................5 Chapter 3 Analysis of Syntactic Errors of Interlanguage Under Space Mode of Conceptual Integration Network................................................................................................................7 3.1 "C" projection ............................................................................................................7 3.1.1 Overgeneralization of grammar rules ................................................................8 3.1.2 Non-comprehensive use of rules .......................................................................8 3.2 "D" projection ............................................................................................................8 3.3 "C+D"projection...................................................................................................... 11 Chapter 4 Strategies to Deal With Syntactic Errors of Interlanguage .................................. 12 4.1 Paying attention to English-Chinese contrast ............................................................ 12 4.2 Correcting different types of mistakes ...................................................................... 12 4.3 Strengthening cultural understanding ....................................................................... 12 4.4 Strengthening grammar exercise .............................................................................. 13 Conclusion ........................................................................................................................... 13 References ............................................................................................................................ 14 Acknowledgements .............................................................................................................. 16 III 整合观念下英语学习者中介语句法错误研究 IV 整合观念下英语学习者中介语句法错误研究 Introduction Conceptual integration theory is a cognitive linguistics theory developed on the basis of psychological space theory by Fauconnier and Turner. Conceptual integration theory plays a central role on learning methods and thinking patterns. It also has the stronger explanation in the meaning construction of each field. We rely on conceptual integration theory to understand the meaning, do innovative inventions and create a colorful conceptual world. Conceptual integration theory has highlighted the application value obviously in each subject field since its birth. Foreign experts and scholars have used this theory to do researches in many areas, but domestic scholars have not done too much, and their researches only focus on the theoretical introduction, metaphor study and translation studies. At present, domestic researchers try to use the theory to study the cognitive construction process of interlanguage. Domestic scholars have published academic papers or works based on the theory since 2000. However, these papers or books are mainly on theory introduction and application researches or comparison with other theories. Some scholars, such as Wang Wenbin (2004), Wang Zhengyuan (2006), they reviewed the conceptual integration theory; ShenTong, LiuJun (2006) and Sun Jijuan (2007) explained some language phenomena based on the theory; Wang Gongxiao (2004) and Wang Qinling (2005) did the comparative researches between the theory and cognitive metaphor theory. The research of conceptual integration theory mainly involves theory introduction, application or related theory contrast based on the collected results of relevant research at home or abroad. However, there are nearly no literatures to use conceptual integration theory to study syntactic errors of interlanguage. Therefore this essay attempts to study syntactic errors of interlanguage under conceptual integration theory. This paper is designed to use conceptual integration theory to study syntactic errors of interlanguage of English learners during second language learning, and to analyze and correct learners? syntactic errors. This paper first introduces conceptual integration theory and interlanguage theory, and then uses the conceptual integration theory to explain the formation of interlanguage system and analyze the causes of syntactic errors. In the end, it will use the space mode of the conceptual integration network to summarize and analyze types of syntactic errors of interlanguage and strategies to deal with errors. 1 整合观念下英语学习者中介语句法错误研究 Chapter 1 Interlanguage Theory and Conceptual Integration Theory This paper uses conceptual integration theory to study syntactic errors of interlanguage of English learners. Therefore, this chapter will summarize the definitions and characteristics of interlanguage theory and conceptual integration theory in order to use these two theories to explain the causes of syntactic errors of interlanguage in the process of second language acquisition. 1.1 Interlanguage theory Interlanguage was first proposed by Larry Selinker. Selinker noticed that in the process of learning a second language, second language learners consciously set up a language system, but it was either different from native language or from target language. Thus, he proposed this concept "interlanguage" and used it in his paper language migration in 1969. According to the definition of interlanguage by Larry Selinker, interlanguage can be referred to a characteristic system of way and result that is used to cognize the target language by second language learners in the learning process. It can also be used to denote a characteristic system which is the emergence and development of cognition in the whole ,1] process of second language acquisition. ()That language system has an impact on pronunciation, words, grammars and cultures of second language learners. Selinker thinks that the formation of interlanguage knowledge system is actually a series of psychological grammars for learners. And learners can use these grammars to explain and produce words. These mental grammars are dynamic and easy to vary with the in-depth study. Interlanguage knowledge system contains more and more complex psychological grammars. He also believes that there exists fossilization phenomenon of language in the process of second language learning. The fossilization phenomenon means that some rules of grammar and pronunciation of non-target language exist in interlanguage for a long time, so they are not easy to change. Interlanguage theory has been further developed, but the discussed problems mainly concentrate on the three characteristics of interlanguage. Interlanguage theory is the theoretical model which earlier uses cognitive perspectives to explain second language learning, and now in foreign language teaching it is also a theoretical basis to interpret and analyze errors of language and pragmatics of English learners in the course of learning language. This theory mainly involves the recessive second language knowledge and the strategies to promote the second language knowledge development. 2 整合观念下英语学习者中介语句法错误研究 From the view of cognitive psychology, interlanguage is actually a kind of representation of language knowledge. And so this concept has laid a theoretical foundation on using cognitive theory to further explore that representation and the effect of representation in the process of second language learning. But in fact, there are some issues to which interlanguage theory itself can not give a full explanation, such as, "How do mother tongue and target language affect second language learners? How do second language learners construct their new language systems? What is the basis of occurrence of cognitive schemata system?" Therefore, to answer these questions, we must use a new theory system "Conceptual Integration Theory". 1.2 Conceptual integration theory "Conceptual integration" is a series of cognitive activities that human selectively extract part of its meanings of input information from different spaces to form a new concept structure. Fauconnier (1997) officially proposed this theory in his monograph Mappings in Thought and Language. Later, in the work The Way We Think: Conceptual Blending and the Mind’s Hidden Complexitie, Fauconnier & Mark Turner state, Mental spaces are small conceptual packets constructed as we think and talk, for purposes of local understanding and action. Mental spaces are very partial assemblies containing elements, and structured by frames and cognitive models. They are interconnected, and can be modified as thought and discourse unfold. Mental spaces ,2,can be used generally to model dynamical mapping in thought and language. () The basic idea of conceptual integration is space. According to the cognitive process based on analogy, recursion, mental model, conceptual packets, knowledge framework and other mental activities, four abstract spaces are established: generic space, input space I or source mental space, input space II or target mental space and blending space. Both input space I and input II provide "input" for the blending space. Generic space will also provide the input to the blending space, and it is a selective space which is built over the two input spaces, reflecting the common abstract structures from two input spaces through analogy. Blending space will carry on all backgrounds, structures and knowledge of cognitive models from the related field of two input spaces to reach a new understanding. In the process of conceptual integration, the input space I and input space II make the two input spaces project to the third space selectively first through cross-space mapping. That is projected to the emergent structure of blended space. Secondly, the elements and structures of input spaces enter the blended space selectively to form a conceptual structure which is 3 整合观念下英语学习者中介语句法错误研究 different from the original input in some extent. For example, “A” is “B”, and “A” and “B” belong to two different fields because of the similar characteristics from two spaces in generic space. Integrated space refers to that the difference of two fields causes selective thinking for similar characteristics of two fields and reflects a kind of dynamic cognitive activity with creativity. Conceptual integration theory regards semantic construction as a current processing (on-line process). In other words, the generation of semantics is a dynamic process as the meaning of integration will be different when A or B is in different fields. The process of conceptual integration can be divided into three basic processes: a) constructing process (composition), namely, the process of the input space projected to blended space; b) perfect process (completion), namely, the matching process of the projection structure of input space with long-term memory of information structure. It is the source of the content of emergent structure; c) expansion process (elaboration), namely, the process of doing cognitive operation in blended space according to the emergent logic of itself. Conceptual integration space model of Fauconnier can not only pay attention to the function of context, but also reveal the dynamic characteristics in the process of meaning construction from simple space structure. It explains the space mechanism of dynamic characteristics in the process of meaning. It explains the space mechanism of dynamic generation of language significance. It has the interpretation and persuasion to the dynamic, random and fuzzy cognitive activities of thinking, and it can be used to explain various language phenomena. Actually, this theory also has strong explanation power in second language learning, especially in explaining how interlanguage is generated in the new language system which was constructed by second language learners. This theory not only has stronger explanation and bigger superiority, but also breaks through the isolation of contrastive analysis, error analysis and interlanguage analysis and makes three theories integrated. This is what problem this paper tries to study. Chapter 2 Using Conceptual Integration Theory to Analyze and Explain the Causes of Syntactic Errors of Interlanguage Before using conceptual integration theory to analyze and explain the causes of syntactic errors of interlanguage, we should understand the interlanguage system is influenced by native language and target language systems, and then explain the formation of interlanguage system by conceptual integration theory. Naturally, the cause of syntactic errors will be solved. 4 整合观念下英语学习者中介语句法错误研究 2.1 Explanation of conceptual integration theory for formation of interlanguage Interlanguage is generated from both the influence of native language and target language on earners through the psychological cognition process "initiative composition", "completion" and "elaboration" in emergent structure. We regard the native language system and target language system as two independent input spaces. Both of the input spaces have their own structure elements with different numbers. However, there are some common structure elements in both two input spaces. These common elements will form cross-space mapping of two input spaces. Because these common structure elements are shared by two input spaces, it is the sole element of generic space and they enter the blended space at the same time. Nevertheless, there are some common elements of two input spaces, and also some common elements are not shared by them. These elements create a new structure (emergent structure) through the process of "composition", "completion" and "elaboration". And this new structure is entirely composed of the production of common mapping by native language system and target language system—interlanguage system. Look at figure 1. Generic Space 类属空间 Input 1目标语系Input 2 母语系统 统输入空间 输入空间 A A? C B B? D Bended Space 整 b? 合 d Emergent 空 Structure 间 中介语系统 2.2 Causes of syntactic errors of interlanguage under conceptual integration Either native language or target language has its own syntactic characteristics. Due to the two languages belong to two different language systems, they have many differences on syntactic characteristics. In the process of second language acquisition, different cultures, 5 整合观念下英语学习者中介语句法错误研究 language or thinking habits will influence learners on learning target language and make them some mistakes. In the interlanguage system, the target language learners start the process of learning from the mother tongue, through interlanguage, and then to the target language, so syntactic errors are mainly influenced by the errors of interlingual transfer and innerlingual transfer. According to above chart, we can analyze it as follows: 1) The corresponding projection refers to that elements and structures in the target language can find the counterparts in the native language. Therefore, second language learners may output some sentences with mixed structures, which are very close to the target language system. They nearly have no mistakes, namely, "A-A' and B-B'corresponding projection". 2) The elements of the native language system and the target language system are influenced by their own syntax structures. The elements of the two language spaces jointly project into the blending space, and then through the psychological cognitive process of "composition", "completion" and "elaboration" form unique syntactic features. The syntactic features are more affected by the target language projection than the native language projection, but sometimes the projection of native language is more than that of target language. Hence, an odd language system—interlanguage is formed because of the common affection of two kinds of languages. This is called "C+D" projection. 3) Native language and target language belong to different language systems. In the process of forming interlanguage system, the two different systems may project respective elements to the blended space. When the elements in the target language system can not find counterparts in those of native language system, they will enter the blended space alone, and it means that only the elements in target language system are input into the blended space and then interlanguage is created through psychological cognitive processes, namely, "C" projection. 4) When learning foreign language, learners have got some knowledge and experience about the grammar rules of target language to some extent, but the knowledge and experience are limited and incomplete. As a result, second language learners often make some mistakes on grammar and vocabulary in this situation. When learners can not find the elements which are corresponding to that of native language system in the target language system, they will project the elements of native language system into the integration space. Second language learners are very easily affected by native language, which will cause errors of interlingual transfer, namely, "D" projection. Foreign language learners often make errors because they always assume target language by using the native language thinking mode, and translate the 6 整合观念下英语学习者中介语句法错误研究 elements in the target language totally by using the elements in the native language. To sum up, the syntactic errors of interlanguage under conceptual integration theory are as follows: ? "C" projection means that only the elements in the target language are projected into the blended space. Mistakes generated from this kind of projection mainly show in grammar, vocabulary and idiomatic usage. ? "D" projection" means that only the elements in the native language are projected into the blended space. Mistakes generated from this kind of projection mainly involve in Chinglish and idiomatic usage. "C+D" projection denotes that the elements of native language space and target language space are jointly projected into blended space. Mistakes produced from this kind of projection ,J,mainly relate to in Chinglish and idiomatic usage.(温伟力，2010:36~40) ,5,? Chapter 3 Analysis of Syntactic Errors of Interlanguage Under Space Model of Conceptual Integration Network By using the conceptual integration theory to explain and analyze the reasons of syntactic errors of interlanguage, we have learned types of mistakes, and performance of these wrong types in space mode of conceptual integration network. Thus, this chapter will try to analyze reasons of these mistakes. 3.1 "C" projection "C" projection means that only the elements in the target language are projected into the blended space. In this projection, second language learners abandon their mother language system temporarily, and interlanguage is formed by the elements in the target language system. This is called intralingual transfer. Intralingual transfer denotes that the language transfer is from established English knowledge to the subsequent study migration. However, we must notice a crucial question: The target language and the native language belong to different language systems which embody the different national cultures and thinking modes respectively. Though they are not influenced by mother tongue temporarily, Chinese students will easily make the following errors when they make sentences due to different personal endowment and without correspondence in Chinese language system at the beginning of learning. English grammar rules have its particularity, so according to acquired, limited, incomplete English knowledge and experience students may make an incorrect assumption 7 整合观念下英语学习者中介语句法错误研究 for the new contents. Sometimes, on basis of some structures they have learned, they may create some inexistent structures by one-sidedness, excessive generalization. 3.1.1 Overgeneralization of grammar rules Overgeneralization of grammar rules refers to that learners will magnify the rules they have learned in the process of foreign language learning or create some structural variants which do not exist in the target language in line with their limited knowledge. Students are accustomed to using the inductive method to magnify the range of some rules of target language and then make some mistakes. A typical example is a sentence with double objects such as "give sth to sb/give sb sth; tell sth to sb/ tell sb sth". According to the knowledge they have learned, they often deduce error expressions. Therefore, we should pay attention to particular rules of English grammar and try to avoid negative intralingual. [e.g. 1] We are discussing about the environment problem. (×) We are talking the environment problem. (?) [e.g. 2] I didn?t took it seriously. (×) ,6J I didn?t take it seriously. (?) (温伟力，2010:36~40) 3.1.2 Non-comprehensive use of rules It often need more than one rule when an English sentence is made. However, English learners always cannot fully understand and apply the rules, and make many mistakes in formation of sentence structures. It is often shown that students cannot fully understand and apply the rules when they make English sentences. [e.g. 3] They should spent much time. (×) They should spend much time. (?) [e.g. 4] Whenever we hear of a natural disaster, even in a distant part of the world, we feel sympathy for the people to have affected. (×) Whenever we hear of a natural disaster, even in a distant part of the world, we ,J, feel sympathy for the people to have been affected. (?) (王海燕，2010 (6): 84,89) 3.2 "D" projection "D" projection means that only the elements in the native language are projected into the blended space. In this projection, second language learners make syntax errors which are mainly influenced by the negative transfer. Foreign language learners may only depend on their native language knowledge when they are unfamiliar with syntactic rules of target language. English learners often subconsciously think that the target language is consistent 8 整合观念下英语学习者中介语句法错误研究 with the native language. When they express something, they will make mistakes by using the rules of native language in pronunciation, vocabulary, and grammar. For this reason, the phenomenon of negative transfer of mother tongue always appears in English writing. This mainly involves negative transfer of syntax. A. Sentence fragment (Run-on sentence) Sentence fragments means that phrases, word groups and clauses play a role of completing a sentence. People have reached the consensus in linguistic field. Chinese is implicit language that is featured by parataxis but well-knit in spirit. But English is dominant language that is featured by hypotaxis and emphasizes the complete form and structure of the sentence, and it has rich conjunctions to express a border relation. In Chinese language, run-on sentences, loose sentences play wonderful roles. English learners deeply influenced by native language thinking, so do not pay attention to English grammars in writing. A complete sentence in English must end with a full stop, and use a comma to replace a conjunction to link two sentences is incorrect. For example, [e.g. 5] The young boy Was eager to make t he Woman less unhappy but di d not know ,J,What to do . (王海燕， 张艳秋， 2010 (6): 84,89) Such sentences in English compositions of middle school students can be found everywhere, and especially in the limited time they are easier to make this type of error. This sentence can be changed as: "The young boy was eager to make the Woman less unhappy, but did not know what to do." B. Non-consistent subjects and predicates There are no subject-verb agreements in Chinese, so students often ignore morphological changes of the predicate in English. Especially when the subject is the third person singular or an uncountable noun and the tense is simple present tense, there will be most mistakes of predicate. Students always forget to add„s? to regular verbs and to change irregular verbs such as "have, do" into "has, does". In writing, the mistake of Subject- Verb disagreement is very common especially when the subject is far away from the predicate. Such as, [e.g. 6] Graduate education aim at making scientists. (×) Graduate education aims at making scientists. (?) [e.g. 7] The teacher，along with her students, are going to swim. (×) The teacher，along with her students, is going to swim. (?) [e.g. 8] Either he or I is going to work on night shift. (×) Either he or I am going to work on night shift. (?) [e.g. 9] The family are planning to move to Hong Kong. (×) 9 整合观念下英语学习者中介语句法错误研究 The family is planning to move to Hong Kong. (?) ,7, (王小锦，2000 (2): 77,79) C. Tense-misusage There are 16 kinds of tense in English, but no tense and no morphological change of verbs in Chinese. The change of Chinese tense is not performed through a word form, but reflected by modifier. Such as, the adverb "曾经", "已经", "将要" or functional word "着, 了, 过". In English tenses, changes are complicated, and the tense of predicate in a clause should be consistent with its main clause because there are no tense changes of twists and turns in Chinese. For example, [e.g. 10] One year ago, I come to this unfamiliar city alone from my hometown. (×) One year ago, I came to this unfamiliar city alone from my hometown. (?) [e.g. 11] During the past National Holiday, my sister and I have a wonderful trip to Chang Island. (×) During the past National Holiday, my sister and I had a wonderful trip to Chang Island. (?) [e.g. 12] Next year there are many opportunities to touch the society. (×) Next year, there will be many opportunities to touch the society. (?) ,,, (陶啸云, 吴允淑，2010 (4): 78,80) D. Voice negative transfer Both of Chinese and English have the active voice and the passive voice. Chinese predicate verbs have no change in form, and verb itself also doesn?t have the distinction of the active and passive. Students usually use modifier "把" or "被" to reflect the active or passive voices, but they have tense and morphological changes of English passive voice. The active sentences are always used in Chinese, but English always uses passive sentences. They make the article not smoothly, and also make some semantic ambiguity according to the thinking mode of Chinese. Such as, [e.g.13] Yesterday the policeman caught the murderer, and people say that they will hang him. (×) This is an ambiguous sentence. The correct sentence should be: Yesterday the police caught the murderer, and it is said that he will be hanged. ,M, (李佳，2008: 3,7) [e.g.14] Our university has equipped a lot of modern teaching facilities. (×) A lot of modern teaching facilities have been equipped in our university. (?) ,J, (董媛媛， 2010(6): 161,62) 10 整合观念下英语学习者中介语句法错误研究 E. Word order negative transfer The word order in Chinese is often different from that in English, especially adverbials, attributives, negative words and questions. When in English there are many terms to modify a noun, and the modifier order is fixed, but the order in Chinese is slightly different, for example, "the first beautiful little white Chinese stone bridge"(那第一座美丽的中国小白石 桥). In Chinese, phrases or clauses used as attribute are often before modified words. But in English, phrases or clauses used as attribute are often after modified words. In addition, the word orders in English are decided by the types of predicate verb. The error of negative transfer of word order appears because Chinese students often copy their language habits mechanically. The error of word order often occurs in the special questions for college students. For instance, they use a phrase to instead of sentence. [e.g. 15] How to make the living condition better. × Or they use normal word order to replace inverted order. [e.g. 16] Why the living condition in large cities becomes so bad. × ,J,This is a typical Chinglish example. (曾丽娟，2003 (1): 80,83) F. Verbs dangling mistake Omitting the subject of clauses always occurs in Chinese. When students directly transfer their Chinese language habits into English, they always make the mistake of vacancy on subject or verb dangling. For example, "小的时候，她父母常带她去农村。"They always translate this sentence into: [e.g.17] As a small child, her parents often took her to the countryside. "She" should be regard as the logical subject of "as a small child". The subject of this sentence should be consistent with that. The correct translation is: As a small child, she was often taken to the countryside. ,,, (祖国霞，2007,2,61,63) (J 3.3 “C+D” projection “C+D” projection” means that the elements of the native language space and target language space jointly project into the blended space. Different language systems show different methods to recognize the world. So culture and thinking modes in two different language systems will influence that kind of projection. [e.g.18] Although I want to be successful, but I can?t work hard. (×) 11 整合观念下英语学习者中介语句法错误研究 ,J, Since you didn?t work hard, so you can?t achieve success. (×) (吴莹，2010(2):188,189) Obviously, learners are affected by the dual role of two language systems. The sentence which is made not only has the conjunction of the native language system (although, but.), but also has the form and structure trace of the target language system. Chapter 4 Strategies to Deal With Syntactic Errors of Interlanguage Through using conceptual integration theory to analyze and demonstrate the reasons and types of syntactic errors of interlanguage, we shall propose relevant strategies to pay attention to English-Chinese contrast,correct different types of errors, strengthen grammar exercise and cultural understanding so as to reduce the frequency of errors and to improve the levels of English learners. 4.1 Paying attention to English-Chinese contrast It is an effective way to avoid negative transfer of mother tongue by English-Chinese contrast. Learners should develop their senses of recognizing the differences between the two cultures by contrasting, inducing and analyzing. It is unnecessary for learns to spend much time and energy in learning or practicing the common parts between Chinese and English. Students should pay more attention to the differences between Chinese and English. They should analyze and contrast mistakes they make within specific contexts. 4.2 Correcting different types of mistakes The reasons of different types of mistakes are various. Learners should have a full understanding on the causes of syntactic errors and come up with the method to reduce or avoid mistakes according to error?s reasons. For intralingual errors, learners should pay attention to learning the key parts of the target language. Students should use various rules accurately, and strengthen the basic knowledge of English learning and focus on the weak parts, such as basic vocabulary and grammar. For the influence of the negative transfer of mother tongue, students should focus on the study of prepositions and conjunction. At the same time, they should learn Britain or American cultures widely. 4.3 Strengthening cultural understanding The relation between language and culture has mutual connection and restriction, and different cultures arise from different languages. Thus, only on the basic of understanding 12 整合观念下英语学习者中介语句法错误研究 cultures and thinking modes of target language, can students gradually eliminate the syntactic errors through learning grammars and constantly practising. These different cultures and thinking molds reflect not only in the structure of language itself, but also in the semantic connotation. It is by unique cultural background that causes all sorts of different language vocabulary. Therefore, studying language inevitably involves in learning the country's culture. When we are learning English, we should understand its culture, which not only can strengthen our understanding of English and prevent the appearance of Chinglish, but also can improve our levels of English. 4.4 Strengthening grammar exercise Teaching grammars does not simply input some grammar rules into students? mind or tell them some rules and regulations, and teachers should cultivate students? abilities to master the language by grammar,. There are two reasons of some grammar mistakes which appear in the process of English writing. One is vagueness of grammar concept or shortage of grammar knowledge, and especially means that students can not remember some special rules of grammar. The other is that students are not proficient in basic grammar knowledge, and especially they make some grammatical mistakes at the college stage, such as the consistence in number and tense. Chinese college students make some mistakes just because they can not practise the rules of grammar immediately. If teachers point out these mistakes for the students, they can correct these mistakes by themselves. The fact can explain that some grammar knowledge is very simple, but students should absorb by repeating practices so that students can use them skillfully. It is proved that only exercise can improve the understanding and proficiency on grammar knowledge, and students can overcome Chinglish on the grammar level. In short, English learners should make full use of the positive transfer of mother tongue and try to overcome the negative transfer of mother tongue. Learners should also carry on bilingual contrast between English and Chinese, and use the common aspects reasonably and pay attention to the differences. And analyzing difference of Chinese-English language can help learners to reduce mistakes. Conclusion Through the above research, we know conceptual integration theory has the great applicability in making a research on the constitution of interlanguage system. Generally, this 13 整合观念下英语学习者中介语句法错误研究 paper is designed to analyze and study the syntactic errors of interlanguage under the conceptual integration theory. Firstly, it introduces the conceptual integration theory and interlanguage theory. Secondly, it uses the conceptual integration theory to explain the formation of interlanguage system, and illustrates three reasons of syntactic errors according to types of projection in the conceptual integration space. We can find that interlanguage system is generated from conceptual integration with the influence of psychological cognition model. In another word, interlanguage is generated from both influence of the native language and the target language through the three psychological cognition process of "composition, completion and elaboration" in the emergent structure. Thirdly, we should further explore the reasons of various errors and summarize and analyze all types of syntactic errors of interlanguage by using the integrated space network modes, and finally present strategies to deal with these errors. This paper tries to use the conceptual integration theory to research syntactic errors of interlanguage and coping strategies in order to help English learners make a correct understanding of syntactic errors of interlanguage and reduce the occurrence of unnecessary mistakes in the process of second language learning. 14 整合观念下英语学习者中介语句法错误研究 References 改后 [1] Selinker, 1972. Interlangauge [J]. International Review of Applied Linguistics, 10 (3):209,231 [2] Fauconnier, G. & Tuner, M. 2002. The Way We ThinkConceptual Blending and the Mind’s Hidden : Complexities [M]. New York:Basic Books, 2002:182 [3] 王正元. 概念整合理论及其应用研究(认知语言学研究) [M]. 北京:高等教育出版社， 2009:10,49 [4] 邓国栋. 从概念整合理论看大学英语教学 [J]. 吉林省教育学院学报,，2009 (6): 74,75 [5] 温伟力. 概念整合理论对中介语分析的解释力 [J]. 外语教学，2010(3):36,40 6,13如下 [1] Selinker, 1972. Interlangauge [J]. International Review of Applied Linguistics, 10 (3): 209,231 [2] Fauconnier, G. & Tuner, M. The Way We Think: Conceptual Blending and the Mind’s Hidden Complexities [M]. New York: Basic Books, 2002. 182 [3] 王正元. 概念整合理论及其应用研究 [M]. 高等教育出版社, 2009(10):10,49 [4] 邓国栋. 从概念整合理论看大学英语教学 [J]. 吉林省教育学院学报, 2009 (6): 74,75 [5] 温伟力. 概念整合理论对中介语分析的解释力 [J]. 外语教学, 2010 (3): 36,40 [6] 王海燕， 张艳秋. 大学生英语写作常见错误分析及解决策略 [J]. 牡丹江师范学院学报(哲社版)， 2010 (6): 84,89 [7] 王晓锦. 英语写作常见错误分析 [J]. 鞍山钢铁学院学报，2000 (2): 77,79 [8] 陶啸云, 吴允淑. 中国式英语在语法方面错误的表现及原因分析 [J]. 淮南师范学院学报，2010 (4): 78,80 [9] 李 佳(英语专业学习者句法错误分析 [M]. 曲阜师范大学，2008: 3,7 [10] 董媛媛. 母语负迁移对中国学生英语写作的影响 [J]. 南昌教育学院学报, 2010(6): 161,62 15 整合观念下英语学习者中介语句法错误研究 [11] 曾丽娟. 大学生英语写作常见错误分析 [J]. 中州大学学报，2003 (1): 80,83 [12] 祖国霞. 大学生英语作文中语法错误的分析 [M]. 中国林业教育, 2007(2): 61,63 [13] 吴 莹. 二语习得中母语负迁移现象及对策研究 [J]. 重庆科技学院学报(社会科学版)，2010 (2):188,189 请根据参考文献列表，按序号顺序把文中夹注插进去。然后再查找参考文献列表的著录 中是否有错误，如果有错误，请改正过来。 Acknowledgements I would like to express my heartfelt gratitude to all those who helped me during the writing of this thesis. A special acknowledgement should be shown to Professor Wen Weili, who has spent much of her precious time in offering valuable advice and guidance in my writing, and whose intellectual insights have contributed greatly to the completion of this thesis. Without her consistent and illuminating instruction, this thesis could not have reached its present form. 16 整合观念下英语学习者中介语句法错误研究 17