下载

1下载券

加入VIP
  • 专属下载特权
  • 现金文档折扣购买
  • VIP免费专区
  • 千万文档免费下载

上传资料

关闭

关闭

关闭

封号提示

内容

首页 英语论文文献综述部分参考范例.doc

英语论文文献综述部分参考范例.doc.doc

英语论文文献综述部分参考范例.doc

看透bie说透继续做朋友
2017-10-13 0人阅读 举报 0 0 暂无简介

简介:本文档为《英语论文文献综述部分参考范例.docdoc》,可适用于考试题库领域

英语论文文献综述部分参考范例doc英语论文文献综述部分参考范例文献综述论文>在这一章中首先回顾了对比分析、错误分析和中介语分析。然后对母语的负迁移西方的研究成果进行了综述接着三消极方面研究母语负迁移先是由以前的研究表明母语的负迁移在中国学生英语写作中普遍存在的二是通过相关研究综述了解母语对中国大学生英语写作的负迁移的表现是什么。第三它是通过相关研究来理解为什么母语的负迁移对中国学生英语写作中是普遍存在的。LiteratureRevie“transfer”theLatinmeaning“tobear”,“toprint”,“toimpress”,or“tocopy(asadraonesurfacetoanother”(eaning,“transfer”couldalsobeusedtomean“tocarryoverorgeneralizationoflearnedresponsesfromonetypeofsituationtoanother,”especially“theapplicationinonefieldofstudyoreffortofknople,“languagetransfer”,or“linguistictransfer”Transfer,susedindiscussionsoftheinfluenceofthenativelanguageonLlearningSomeresearchersdeniedtheexistenceoflanguagetransferandothershavebeendoubtfulaboutitsimportanceYettherearealsoresearchersportanceoftransferandhavegonesofarastoconsiderittheparamountfactofLacquisition(Odlin)Kellerman()suggeststhatthetermberestrictedto“thoseprocessesthatleadtotheincorporationofelementsfromonelanguageintoanother”(p)AccordingtoGassandSelinker(),languagetransferis“atermthatsimilaritiesanddifferencesbetenonthatunicateenonisverymoninLlearning,especiallyintheearlystagesofLlearningAccordingtothedifferentrolesthatLplaysinLlearning,linguistictransfercanbedividedintotainlyreferstoLTransferarisingfromsimilaritiesbetely,habitsofLarecorrectlyappliedtoLForexample,inEnglishlearning,Chinesestudentsseldommakeamistakeinmakingsuchse>ntence:Iamaboygirl,becausesuchstructureofChinesesentenceisexactlythesameasinEnglish,soinlearningEnglish,ChinesestudentscanlearnfromsimilarChinesetoaccelerateunderstandingandmasteryofEnglishOnthecontrary,iflearnersinappropriatelyappliedLtoatargetlanguage,thisphenomenonisconsideredasnegativetransfer,namely,LinterferenceForexample,inChinesegrammar,verbmodifiersinmanycasesisusuallyinfrontofaverbinasentence,odifierofaverbshouldbeaftertheverbinasentenceInthiscase,habitofChineseinterfereinlearningEnglishhindersLlearning(Odlin,)LinguistictransfertheoryhasgreatimpactonresearchonLlearninginthesands,allaspectstostudyanddiscusslinguistictransferphenomenonJi()believesthatlinguistictransferisamajorobstacleinlanguageacquisitionDaiandenonisnotcriticalinforeignlanguagelearningAlthoughpeoples’researchresultsonlinguistictransferarenotthesame,thesestudieshavedescribedthatlinguistictransferphenomenonhasbeenattachedgreatimportanceinthefieldofLlearningoreonstratethatnegativetransferofChineseisprevalentinstudents’EnglishanceofnegativetransferofLinChinesecollegestudents'EnglishorelanguagesorsubsystemsoflanguagesinordertodeterminebothdifferencesandsimilaritiesbetThefamouslinguistRobertLadofirstputContrastiveAnalysisHypothesis(CAH)in,inpsych>ologyandstructuralisminlinguisticsLinguistsadvocatesthebeliefthatthebasicproblemsinLlearningdonotresultfromanyessentialdifficultiesinthenearilyfromlearners’Lhabits(Odlin,)ThepropositionofsuchahypothesisthatthemaindifficultiesarisefrominterferenceofnativelanguageandallLerrorsanddifficultydegreecanbepredictedbyidentifyingthedifferencesbeteerrorsareprobablycausedbyotherintralingualsources,forexampleovergeneralizationorlearningstrategiessuchastransferoftrainingMoreover,LlearnersareobservedmakingfetheirLequivalents,butmakingmorelydissimilarToremovethedefectofthetheory,ptstopredictdifficultiesbymeansofcontrasting“thesystemofonelanguagethegrammar,phonology,andlexiconofaL”(ethodismuchmorevaluableandfeasiblethanthestrongtypeparativeanalysisbecauseitcanreducetherequirementoflanguageuchattentiontotheapproacheshoentofErrorAnalysis,theCAtheoryhasbeguntobeabandoned,althoughithasgreatcontributioninthefieldoflanguageuniversalresearchbecauseitcandothetheorytranslationandhasdonethedescriptionofthespecificlanguage,languagetypology(FriesCarl,)Nevertheless,althoughcontrastiveanalysisasamethodforthestudyoflanguagehasitsflaportantmeansofresearchonlinguistictheoryIntheprocessofcarryoutresearchinthisstudy,itisthroughusingcontrastiveanalysistoexploredifferencesbetweenChineseandEnglishinstructureandstyletobringforwardadeepanalysisandinterpretationoferrorscausedbynegativetransferofL>ErroranalysisErroranalysis(EA),asthetermsuggests,isthestudyandanalysisoferrorandisconfinedtothelanguagelearner(James,)ItbecametheacceptablealternativetoCAbythelatesandgotrapiddevelopmentinthesItationonmondifficultiesinlanguagelearningasanaidinteachingorinthepreparationofteachingmaterialsItexaminestheactualerrorsproducedbythelearnerinTLandvieindofthelearnerErroranalysisprovidesamethodologyforinvestigatinglearnerlanguage(Ellis,)Ithas,toacertainextent,peratedintothenegativeaspectsoffeaturesintheprocessofLlearningAsCorder()notesthatalearner’serrorsaresignificantinprovidingresearcherevidenceofhoployingindiscoveringthelanguageGuoandLiu()notethatanalyzemistakesthatlearnersmakethatlearnersacquireandtheleveltheyreach,asentoflearners,andlearnersthemselvesalsobenefitfromerroranalysisJiangandLuan()divideerroranalysisprocessintothefolloaterialLanguagematerialforerroranalysisismainlyfromLlearnersThelanguagematerialcanbeposedbyoralcontentsexpressedbylearner,ationobtainedfromlisteningsurveyLanguagematerialusedinthisstudyisaterialSecondisidentifying,confirmingtheerrorsErroridentificationcanbecarriedoutfromtunicationInadditiontodeterminingstosyntax,itshouldfurtherexamineunicativecontextThirdiserrorclassificationThespecificstepistocollecterrorsfirst,thenaccordingtodifferentcategoriestogrouptheerrorscollectedtodeterminethecategoriesoferrorsForthisexplainingcurrentresearches,thecausesoftheerrorsaredividedintothreecategories,firstisinterlingualerrors,secondisIntralingualerrors,andthirdisothererrorsInthisstudy,itmainlyanalyzesinterlingualerrors,whichisduetolearners’bringingnativelanguageand>culturalconventionsintothelearningandapplicationofatargetlanguage,thatisthenegativetransferoflinguistictransferFifthisevaluationofseverityoferrorsSeverityoferrorsreferstotheinfluenceoferrorsonmunicationDegreesofinfluenceoftendependonthenatureoferrors(James,)Inthisstudy,erroranalysisismainlyusedforanalysisofcollectedinterlanguagematerialinordertoobtainallkindsoferrorinstancesofChinesecollegestudents,aspactofL,itationsintheCAtheoryandEAtheory,researcherstriedtheirbesttolookfornesduringthestudyingprocessofLacquisitioninthelatesAsaresult,Interlanguage(IL)iscoinedbytheAmericanlinguistSelinker()Itisaseparatelinguisticsystemresultingfromthelearners’attemptedproductionofTLnormsItisusedtorefertolearners’systematicknotheyaretryingtolearn(Ellis)Asatransitionalsystem,ILisconstructedbythelearneroutofthelinguisticinputtoaninitialstageofverylimitedknoostpletefluencyinthetargetstructureByagradualprocessoftrialanderrorandhypothesistesting,learnerssloationstothesystemusedbynativespeakersoflanguageInshort,languagelearningcanbeseenasaprocessicnatureofthelearners’developingsystemAccordingtoJames(),aketheparisonbetediatemomentinLlearningprocessResearchobjectiveofinterlanguagestudyistorevealthenatureofinterlanguagetoexplorethelaaterialsforaforeignlanguageclassroomteachingandguideforeignlanguageteachingethod(Ellis)AccordingtoainlyusethefolloethodsintheprocessofinterlanguageconstructionFirstislinguistictransfer,referringtolearners’consciouslyorunconsciouslyusingtherulesofgrammarofLtodealationoftargetlanguage,astheyarenotfamiliarproperuseoflearningmaterials>ThirdisLlearningstrategies,therearemeansandmethodsoflearnersinthelearningprocessFourthisLmunicationstrategy,referringtomethodsthatlearnersuseinmakinguseofLtoexpressideasinmunicationFifth,overgeneralizationoftargetlanguagematerial,itistoextendandgeneralizetherulesofatargetlanguagetoaninappropriatedegreeLanguagematerialanalyzedinthisstudyisinterlanguagematerialofChinesecollegestudentsInthecourseoftheanalysis,itfocusesoninterlanguageconstructionoflinguistictransfertododeepresearchAccordingtoZhang’s()theory,therearethreeparadigmsofresearchoninterlanguage:contrastiveanalysisofLandL,erroranalysisofinterlanguageandL,transferanalysisofinterlanguageandLDuringtheprocessofcarryingoutresearchinthisstudy,erroranalysis,contrastiveanalysisandtransferanalysis,thesethreeparadigmsareaterialandL,categorizingerrorsandonthebasisofcontrastiveanalysistoclassifyaccordingtocauseoferrors,andthenitusescontrastiveanalysisandtransferanalysistoparethedifferencesbettransferofLForeignResearchesonNegativeTransferofMLinInternationalContextsInforeignlanguageteachingandresearchabroad,therearealotofresearchesonhoeforeignlanguage,theirprocessesofmasteryofthegrammaticalstructureofthetargetlanguagearenotentirelyconsistent,indicatingthattheyareclearlyaffectedbytheirMTZobal()pointsoutinhisstudythattheprocessoflearningaforeignlanguageisalsothesameasachildren'smothertongueacquisitionprocess,thetimeforalearner’slearninginedbasedontheinputlanguagematerial,forexample,itsL,thetimeforlearninges()studiesthecircumstanceoflearningEnglisharticlesofChineseandSpanishstudentstofindthattherearearticlesinSpanish,SpanishstudentshavegraspEnglisharticlesmuchmorebetterthanChinesestudents,asthereisnoarticleinChineseItmightbecausedbythehabitsofusingMLSchacher()hasdoneasurveyonthesituationofusingEnglishattributiveclauseofstudentsoffourgroupsLwasArabic,Persian,ChineseandJ>apaneseHefoundthatstudentsoredifficultiesinlearningthanArabicorPersianstudentsItisbecausethepositionofclauseinArabicorPersianisthesameasinEnglish,anyscholarsothertongueinforeignlanguagelearning,theyhavepublishednumerouspapersandmonographstoanalyzethenegativetransferofmothertongueinEnglishTinLlearninga()ericanCollegeStudents'EnglishwritingtopointoutthatC>hinesestudentsusedmoresecondpersonpronouns,discoursefunctionericanstudentsusedmoreadverbialclause,objectclauseandconvinceverbsMabelievesthatthereasonforthesedifferencesisthedifferentintherhetoricalhabitsoftheirMTInsum,althoughChineseplaysapositiveroleinChinesestudents’EnglishoststudiesstillaffirmthatthereisamoremonnegativetransferphenomenoninChinesestudents'EnglishanceofnegativetransferofChineseinEnglishpactbroughtbyfirstlanguagetransferisdifficulttobeavoided(isunderstandmeaningDifferencesbeteanings,Englishostnotableisnotexactlycorresponded(HutchinsonandQuintas,)AconsiderablenumberofChinesestudentsthinkthateveryChineseeInfact,duetothedifferencesinthedevelopmentandchangetrajectoryoftheteaningofthetespecializedvocabularyandfeosteaningsinanotherlanguage(Nie,)Forexample,inthissentence:IhadtoshareabookatesbecauseIhadleavemineinthedormitory,Chinesestudentsoftenuse“forgotten”toreplace“leave”,aunclearunderstandingofthemeaningoftheeChinesecollocationshavedifferentversionsinEnglish,andtheseversionsarefixedinEnglishandentireidioms,Chinesestudentsakemistakesiftheyslightestthisaspect(ple,Chinesestudentsoftenuse“learnknowledge”,b>uttherightshouldbe“obtainknoemedicine”,butitshouldbe“takesomemedicine”MisuseofpartofspeechThereisnosuffixinaChineseofChinese,phasizestheforms,inadditiontorichchangesinforms,thesentencestructurehasstrictconstraintsinrules,reflectinghighlyformalandlogicalcharacteristicsEnglishfocusesoncorrespondenceofformsandemphasizesthepletionofformsandstructuresofsentencesInasentence,maticalandlogicmeaning(Nie,)eaningandhaslessemphasisonthepletionofformsofasentence,itismainlythroughsemanticmeaningcollocationandmeaningsofpLiu,),forexample,thesentence“TVprogramshavetoomuchviolencenouchviolenceonTVnobodiedindiscourse,organizationandextensionofEnglishtextarecharacterizedbyatopicsentenceatthebeginningofaparagraph,prominentfocusandpentandstructureofChinesediscoursefocusoncontrast,itissubtleandtactfulericanscholarKaplan()analyzedentofEnglishtextsislinear,itdirectlystatesatopicanddiscussesitChinesestudents’modeofethroughinsinuations,andfinallybringingatopicAffectedbyChinesemodeofthinking,Chinesestudents’ple,thereismostlyalackatopicsentenc>ethereisnocleartopicsentenceatthebeginning,sometimesevenifthevieptheorybelievesthatdifferencesinlinguisticrulesbetothertongueisamajorfactorleadingtonegativetransfer,thedifferencesarereflectedinpronunciation,vocabulary,syntaxandsoon(Shang,)Intermsofvocabulary,EnglishlearnersusuallyrecitebyrotetheChinesemeaningsofaostdifferencebetayhavedifferentmeaningsindifferentcontexts,recitingafeeaningsofanEnglisheaningofthe(ationoftenseandconfuseparativeandsuperlativedegreesChangesinEnglishtensesaremainlyreflectedininflectedverbs,forexample,averbsuffixed“ed”indicatesapasttenseAndinChinese,itisusedtimeadverbialformstoreflecttense,verbsdonotinflectIfChinesestudentsignorechangesintensesofverbs,itoreplicated,Englishlearnerspronetoconfusionandmisuse,suchasperfecttenseandpasttensePronunciation,vocabulary,syntaxarethebasicunitsinEnglish,soEnglishlearnersmustmasterthisknocriticizespointofvie,consideringthatnegativetransfershouldnotbeonlyconfinedtolinguisticrules,itshouldalsotakeintoaccountthesocioculturalfactorsoftheuseofthelanguage(entionedinhisstudythatSapirproposesthatlanguagecannotexistsocialinheritedtraditionalcultureandbeliefsThus,languagelearningshouldbebinedakeEnglishlearnersinChinadifficulttoacceptforeigncultures,andevenhaveculturalmisunderstandingCulturalmisunderstandingismainlyreflectedinChinesestudents’learningofEnglishple,ChineserespectstraditionalConfucianculture,emphasizingthecountry’sandpeople'sinterestsandignoringindividualism,somostChineseEnglishlearnersmistakethe”andlinktheword>isunderstandingAmericancultureAndtheoriginal“individualism”inEnglishmeansthatindividualsinasocietyhavetherighttobenotcontrolledbythegovernmentandtherighttomaketheiroeaningispositive,reflectingsocialequalityandfreedompromotedintheUnitedStatesTherefore,EnglishlearnerscannotrelyonChineseinterpretationonly,butbineetime,theyshouldbeconcernedaboutthenuancesbetpedimentofnegativetransferinlearningthelanguageThinkingdifferenceVygotsky'stheoryofinteriorizationbelievesthatthinkingistheconstantlyinternalizedresultoftheexternalformoflanguage(Shang,:)Languageandthoughtareinseparable,languagelearningmustbebinedeUndertheinfluenceofChinesethinking,alotofEnglishlearnersspendalotoftime,payalotofefforttolearnEnglishandmaystillacquiredlesssignificantachievement,andthereasonisfailureinbeingaportanceofculturinglanguagethinkingChinesethinkingemphasizesthesignificancecoherenceofbetallogicasthecoreandmainlyusescohesivemeanstoachievecoherenceDifferencesinthethinkingofthetpedeseffectiveinputofEnglish,suchasinmemorizingvocabularyandsoonChinesecharactersarepictographs,eaningelementandasoundelement,ChineseEnglishlearnershaveinternalizedthiskindofthinkingandmemoryZhang()mentsthatthisaniclanguagesanditisfromabinationofdifferentlettersAgain,basedonsandChineseidiomshavesimilarmeanings,connotationsoftheirmeaningsaredifferent,theteisakindofmisguidedthinkingForexample,of“Dropinthebucket”,Chinesestudentsoftenconsiderthatitmeansitistrivial,andinexpressesexactlytheoppositemeaning,itmeansalargenumberTherefore,EnglishlearnersshouldstrengthencultureoftheirownthinkinginEnglish,weakeningthenegat>iveimpactoftransferofmothertongueonEnglishlanguageacquisition,throughknooreknoakelearningEnglishspecializedSummaryparativeanalysis,erroranalysis,interlanguageanalysisarethreemethodsmonlyusedinresearchesonnegativetransferofL,thisstudymakesuseofthesethreemethodstoexpandtheresearchPaststudieshaveshopactonimprovingChinesecollegestudents'EnglishmarandnegativetransferofdiscourseThisstudyfocusesontheformertethodstoresolveproblemsofnegativetransferofLinChinesecollegestudents'Englishwriting

用户评价(0)

关闭

新课改视野下建构高中语文教学实验成果报告(32KB)

抱歉,积分不足下载失败,请稍后再试!

提示

试读已结束,如需要继续阅读或者下载,敬请购买!

文档小程序码

使用微信“扫一扫”扫码寻找文档

1

打开微信

2

扫描小程序码

3

发布寻找信息

4

等待寻找结果

我知道了
评分:

/13

英语论文文献综述部分参考范例.doc

VIP

在线
客服

免费
邮箱

爱问共享资料服务号

扫描关注领取更多福利