高剛論文初稿范文.doc

高剛論文初稿范文 BA DissertationOn ChineseStudents MotherTongue Interferencein EnglishWriting BACandidate GaoGang SupervisorWang chengpingWest AnhuiUniversity皖西學院xx屆本科畢業(yè)論文（設計）i MayxxAcknowledgments Manyof myteachers andfriends havecontributed to the development of this thesis.I amparticularly indebtedto mysupervisor ProfessorWang Chengping,for herpatient guidance,useful adviceand encouragement.She hasoffered memany valuableideas,suggestions andcriticism with the profoundknowledge inher researchexperience.Without herconsistent andilluminating instruction,this dissertationwould nevere toits presentform.Thanks alsogo to all theteachers whotaught meduring myfour-year study.All the useful knowledgethese teacherstaught me helps meto facedifficulties andovere them.So I have theability andconfidence tofinish thepaper.Finally Iwould liketo thankmy dearfamily for their lovingconsiderations.I alsoowe mysincere thanksto myfriends andmy classmateswho gavemehelpand time to listento me,help meto solvemy problemin difficultcourse work.皖西學院xx屆本科畢業(yè)論文（設計）ii AbstractIn the process of learning English writing,because of the differences between towdifferent languagesand cultures,the effect of the different cultural backgrounds andnot understandingdifferent ways of thinking,students often think in Chinese anduse wrongwords.In the process of writing in English,because manystudentsstudentsEnglish languageskills arepoor,they alsocant think in English and they often thinkin Chinesefirst,and thentranslate Chinese into English.This kind of mechanicalcorresponding thinkingmethod oftencause seriouserrors in English writing.Mother tongue interference is a major cause of wrong expression.Analysing the mother tongue interference in English writingfor students to learna foreignlanguage,from eitherthe pointof theoryor from the pointof teachingpractice,will bebeneficial.Different nationalitieshave differentcultures and languages,so theusage of language islimited byculture.All nationalitiesculture,language andethnic cultureis inseparable,and theircustoms,traditions andways of thinking andso onare reflectedin language.So,when Chinese students learnEnglish,to someextent,they areaffected by their culture and languageinfluence andinterference,and oftenunconsciously puttheir nativeculture andlanguage toEnglish learning.批注U1:多處標點后無空格，自己改正，有的地方多處空格，仔細校閱批注U2:縮進2字符，后面改皖西學院xx屆本科畢業(yè)論文（設計）iii The attitude of treating mother tongue migration is of great significance to deal with two kinds of language learning problems.One isCognitive cognitivepsychology whichbelieves thatlearning is a masterdynamic cognitiveprocess,thatit is,to the process of acquire acquiringnew knowledge,;it theother isa transformationand inspectionprocess,it is that is,the process of to knowing,understanding anddescribe describingthe new things,on the basis of the originallife experienceand perception,and it is themost basichuman cognitivemethods.皖西學院xx屆本科畢業(yè)論文（設計）iv摘要在學習英語寫作的過程中，學生由于對漢英語言文化間的差異以及對不同文化背景所產生的不同思維方式不甚了解，經常用漢語思維導致用詞錯誤。 在用英語寫作過程中，不少學生由于英語語言功底較差，還不能用英語思考,經常先在腦海里用漢語構思，然后將構思好的漢語直譯成英語。 這種機械的對應思考方法，往往造成嚴重的用詞錯誤。 母語干擾乃是導致表達錯誤的一個主要原因。 分析英語寫作中母語干擾對學生學習外語的影響，無論是從理論上看還是從教學實踐上看，都將是大有益處的。 不同民族有不同的文化和語言，語言的使用會受到文化的制約，各民族的語言與各民族的文化是不可分割的，他們的風俗習慣、傳統(tǒng)和思維方式等都反映在語言當中。 所以，中國學生學習英語時，會在某種程度上受本族文化和語言的影響及干擾，往往會不自覺地把本族的文化和語言搬到英語學習中去.對待母語遷移的態(tài)度對解決兩種語言學習中的遷移問題具有重大意義。 認知心理學認為，學習是一個主動的認知過程，是對新知識的獲得、轉換和檢驗的過程。 在原有的生活經驗和感知基礎上去認識、理解、描述新事物是人類最基本的認知方法。 (1)The errorscausedbythe morphologicaldifferencesbetweenChinese and English words.Generally Chinesenouns have no singleand pluralform,and when we writeinChinese,we dont needto thinkabout whetherthe Chinesenouns weneedtouse iscountable ornot.Therefore whenwe writeinEnglish,we often make somemistakes such as inconsistentsubject-predicate,missing the third person singular presenttense form.butBut inChinese,predicate haveno thethirdThird personsingular sowe can not makesuch mistakes.Therefore,the predicatepart dont needto beadjusted,aording tothe subject.Due tothe influenceof theChinese habits,the,the studentsmay writesuchasentence:帶格式的:突出顯示皖西學院xx屆本科畢業(yè)論文（設計）aThe streetsare fullof garbagesbHe speakfastIn theexample a,the Englishword,garbage,isusedas acountable noun,but infact,it is an uncountablenoun.In theexample b,the Englishword,speak,should bethethirdpersonsingular-speaks. (2)differences in the partof speecherrors Sometimesstudents onlypay attention tothe meaning of selected words,and ignorethe parts of speechofselectedwords,which oftencauses grammaticalerrors.Such as:aMy fatheradviced menot togo outalone atnightbMy roommatedoesnt afraidof dogsSentence amisuse nounsas verbs,sentences bmisuse adjectivesas verbs.Because somestudentsbasic isnot firm,and theydo nottake somemon wordsseriously,whentheywrite them,they cannot checkout errors,which leadstothemisuse ofpartsofspeech,but theyare notaware. (3)function worderrors Functionwords includearticles,prepositions andconjunctions inEnglish.Sometimes,due tothe influencesofChinese,the studentsoften misusefunction words.Such as:aAlthough I like mycollege。 .but Imiss皖西學院xx屆本科畢業(yè)論文（設計）my homebHe arrivedTokyo yesterdaycI boughtthe dictionaryin1980sIn theexample a,due totheChinesestructures influences,“Although.but”is misused.In English language,whenwewrite asentence we can only use oneof them.In theexample a,the Englishword-arrive san intransitiveverb,which mustfollowed bythe word-in.In theexample c,the erroris thatinEnglish.sdefinite articlebefore application,so the sentence shouldbe Changedtoin the1980s (4)the meaningdifferences leadto errorsEnglish writingrequires authorsto have a deeplanguage foundationof basicskills,namely the word andgrammatical basis,etc.Choosing thewords whosemeaning andusage thatyou didnot pletelygrasp make sentences isoneof the reasonsthat causedtheworderrors.In addition,in the two languages,both Englishand Chinesehave polysemyand morethan arighteous word.Slight difference between synonymsand nearsynonyms causesuch errors.Such as:aThe youngman alwaysputs ona white jacketbBoth saltand sugarare easyto meltin hotwaterIn thesample a“put on”is themeaning ofwear,but theverbal word批注U7:類似的下載痕跡自己改。 整片都是下載的，還不按格式做！皖西學院xx屆本科畢業(yè)論文（設計）phrase isonly asign ofwear,but notwear state.The sentences meaningiswearing,notput on,so itshouldbechanged into“wears awhitejacket”.In thesample b,“melt”often means that objectmelt throughheating orthe solublematerial isheated tomelt,but itdo notMeans thatsolute isdissolved in the solvent,so“melt”shouldbechanged into“dissolve”.2.3not understandingor misunderstandingthat iscausedbypragmatic differencesmeansthatintheprocessofusing language,we should use languageproperly,aording todifferent contestsLiuShaozhong (2000)described the pragmatic negativetransfer asThe learnersmove the native languageofaspeech actin pragmaticsknowledge tothe target language toexpress the same speechaction,but thiskindofmigration fromthe mother tongue tothe pragmatic knowledge isdifferent fromthe purposeof the targetlanguagewhich has already existedinthepragmatic knowledgeof understandingand expressingthesamebehavior knowledge.which has already existedinthepragmaticknowledge.For examplea situationaldialogue below:Foreign guestThe foodis reallydeliciousI enjoyit verymuch(fib國客人這菜真好吃，我非常喜歡。 )帶格式的:突出顯示帶格式的:突出顯示皖西學院xx屆本科畢業(yè)論文（設計）Chinese hostReally?I stillhave somemore athome1will sendyou some(中國主人是嗎?我家里還有。 我送你一些。 )Foreign guestOh，noThank you(外國客人噢，不用。 謝謝!)Chinese hostYes，yesYou shouldtake it(中國主人要的，要的。 你一定要拿。 )Foreign guest?(fib國客人?)In thiscase,foreign guestspraise thefood thatis preparedby Chinese masters,and thisis peoplebasic courtesyin westerncountries,but ifChinesemastersunderstand foreignguests inhis ownhabits,they will make theguest feelvery awkward.Actually theywant tosay,Thank youorIm gladyou likeit.,which isvery appropriate.The reasonis thatChinese tryto followthe habitsofhospitality,which causethepragmaticfailures.2.4mistakes causedby referingto unknownmeanings InEnglish writingthe relationshipbetween pronounsand theantecedent itreferstomustbeclear,otherwise the continuity of the sentence will be帶格式的:突出顯示皖西學院xx屆本科畢業(yè)論文（設計）damaged,themeaningof thesentence will be blurred,and thateven causemisunderstanding.In thesetence,She toldmy sistershe waswrong.,thesecond“she”can refer tothesubject,and itcan alsoreferto my sister,and thegeneration isnot clear,so itcan bechanged to“You arewrong，”she saidto mysister,or“Im wrong，”she saidtomysister.3the countermeasuresabout how to avoidthe mother tongue on English writing interference Above,I listthe mistakesthat studentsoftenmake,and analyzthe reasonsabout the interference bytheChinese,my purposeisin order toremedy theirmistakes.Anyone wouldinevitably makeerrors,but we can reduce,overe theblindness inteaching andeliminate the mother tongue on English writinginterference as longas weconstantly discoverand correctour mistakes.To solvethe basiountermeasures ofthis phenomenon,we shouldincrease language input,and laya solidlanguage foundation.First,we shouldstrengthen thetraining ofthe basicgrammar andsentence patterns,strengthen vocabularyteaching,and pay attentiontoEnglish wordsabout theirevery meaning,conditions ofusing,relationship withthe collocationof usage,animals,and thedifferencebetweentheir synonyms.We shouldmake fulluse ofa gooddictionary,and find out thecorrect useofthe language fromthe dictionary.To strengthenthetrainingofthescenario writing,students arerequired topayattentionto specificpragmatic background,master the皖西學院xx屆本科畢業(yè)論文（設計）languages appropriateexpression incertain circumstancesWriting isa practicalteaching skills,teachers should adopt usingastheguide and the municationactivities asthe carrieroftheinduction typeteaching,guiding theirstudents topractice writing,making themfamiliar withthe English language and their bodyuses.In addition,teachers musttimely evaluatetheir shudentspositions,aurately predictthe mistakesthat areeasily made.Through the contrastive analysis and erroranalysis ofthenativelanguage and the targetlanguage parison,they canfindoutthe differencesbetweenthe two languages.Through Categorizingstudentserrors,analysing andinterpretating,repeatedly practicing,theycanimprove learningthe auracyoftheEnglish.Through Long-term adherencetotheabove practices,studentserrors willgradually decrease,studentsEnglishwriting and gentlewriting teachingeffectcan beimproved.Chapter IIIEnglishwriting ability bymother tongueinterference3.1the reasonscausedbymother tongueinterference Mothertongueinterferenceisamajorcauseofwrongexpression.Analysing themother tongueinterferenceinEnglishwriting皖西學院xx屆本科畢業(yè)論文（設計）for students to learna foreignlanguage,from eitherthe pointof theoryor fromthe pointof teachingpractice,will bebeneficial.The reasonscausedbymother tongueinterference hasthe followingmain aspects:1.Grammar aspects.Chinese grammaris mainlyprominent onthe impactoflearningEnglish.In wordusage,word order,tenses,etc.No articlesinChinese andEnglish language for theuseofthearticle isvery multifarious,so itmakes manybeginners inEnglish especiallyin oralEnglish,havenotimetothink,due tothecontinuityofthinking,and theyoften ignorethe articles.Such aswhat doyou wantan umbrella?,theyoftentranslateDo youneed umbrella?And missthe indefinitearticlean;I liketo listentotheradio,is oftenstated asIlikelistening toradio.(omitthe)because studentsis influencedby nativelanguage habits,straightly translatingChineseintoEnglish.2.Cultural aspects.Different nationalitieshave differentcultures andlanguages,so theusage oflanguage islimited byculture.All nationalitiesculture,language andethnic cultureis inseparable,and theircustoms,traditions andwaysofthinking andso onare reflectedin language皖西學院xx屆本科畢業(yè)論文（設計）So,when Chinesestudents learnEnglish,to someextent,theyareaffectedby their cultureandlanguageinfluence andinterference,and oftenunconsciously puttheir nativecultureandlanguage toEnglish learning.When Chinesepeople meeteach otherforthefirst time,they usuallysaidIve hearda lotabout you,but thiscantbesaid inEnglish munication.Ihaveheard yourname fora longtime,and wecanonlyusethesentence“Nice tomeet you.”.In theEnglishlanguage,there is“een tea”(green tea),but we cannotapplyred tea,and we shoulduse“black tea”.Generally whenwe municatewith anEnglish person,we cant askhow oldyou,or youmaied?Etc.,but inChina,duetothe nationalhabit,even thethe form of peoplewho arenot familiarwith eachother canask thetow questions.3.The performancein vocabularylevel.Vocabulary is the buildingmaterial oflanguage.Unlike childrenlearning nativelanguage,asaadult learnerof twokinds oflanguage,we alreadyhave aset ofconcepts thatare closelyrelated toour mother tongue.In theprocessoflearning twolanguages,toacertain degree,it tendto bringinterference.皖西學院xx屆本科畢業(yè)論文（設計）ChapterIVteachingstrategiestoavoidtheinterference fromthemother tongueinEnglishwriting4.1The correctcognitive attitudeTheattitudeoftreatingmothertonguemigrationisofgreatsignificancetodealwithtwokindsoflanguage learningproblems.Cognitive psychologybelieves thatlearningisa masterdynamic cognitiveprocess,it isto acquirenewknowledge,it isa transformationand inspectionprocess,it istoknow,understand anddescribe thenewthings,onthebasis ofthe originallife experienceand perception,and itis themost basichuman cognitivemethods.R.Ellis treat the migrationasa kindoflearning strategiesthat twolanguage learnerspensate forthetwolanguages causedbythelack ofknowledge.Stem treatthe migrationofknowledge and theirmothertongueinterferenceasa premiseof foreignlanguage learning,and pointsout that the learnersin learninga foreignlanguage treatthemotherlanguageareference.Although theusing ofmigration policieswillmakelanguage outputSpirit likenessand shapefromtheappear inthe form,but weshould treatit asa creativebehavior ofpractitioners asa learnersince itisanimportant partbefore learnersfully masterthetargetlanguage andhave createdthe interlanguagesystem.皖西學院xx屆本科畢業(yè)論文（設計）4.2.The extensiveEnglish readingand thereal situationofwritingTo learnhowtochoose words,makesentencesand organizean article,inthefirst place,weshouldaumulate Englishlanguage knowledge.Krashen arguesthatthedevelopmentofwritingabilityis thesame processwiththeacquisition oftwokindsoflanguagenamelyprehensible input+low moodFilter.He thinksthat writingability esfrom alot ofinterest orpleasure consciouslyactive reading.By readingtwokindsoflanguage,learners getboth lexicaland syntax,but alsoexperience theorganizational structureand theauthors articlewriting skills.At thesame time,they getthe senseoftheEnglishlanguage and socialculture thusthey willapply thisknowledge totheir ownEnglishwriting,make theirexpressio beaway fromthe speciousformoflanguage.Reading breakrolls,such aswriting.Expanding Englishreadingandstrenthening Chineselanguageinputisthemost importantways toimprove Englishwriting.4.3The prehensiveparisonandanalysis Asakindof cross-cultural municationactivities,writing reflectnot onlyistheability ofwriting syntaxand vocabulary,atthesame timeit alsoreflectsthewritersEnglish Socialpragmatic petence.Therefore,for Englishlearners,they needto learnEnglish bothwithin thelanguageandoutside ofthelanguage.When ites tothecontrastiveanalysis皖西學院xx屆本科畢業(yè)論文（設計）between nativelanguageandtwolanguages,in additionto Chinesethe parisonof Englishphoics,grammar andvocabulary,we alsoshould dealwith paringthe waysofthinking andculturereflected bythetwolanguages.To learnEnglish,only afterwe understandthe differencesbetween EnglishandChinesein thinkingmode,we canconsciously followthe characteristicsof Englishthinking,and achieveEnglishwritingintheperfect binationof vocabularies,sentences patternsand discourses.4.5to reducemothertongueinterference Languagedifferences existobjectively,thinking oftheirmothertongueinterferenceis inevitable,but teachers shouldadoptbut intheprocessof teaching,teachersshouldadopt positiveand effectivemeasures to reducemothertongueinEnglishwritinginterference,helping andguiding thestudents to overe themothertongueinterference andthey shouldlead themgradually towalk outofthemyth abouttheinterference of mothertongue.First ofall,inordertoreducetheinterferenceof discoursestyle,we canintroduct chapterstructural study(inEnglishwriting teachingtext Linguistics)and someways fromit toguide students,to fostertheir prehensivelanguage usingability.Students arerequired toorganize thearticle use aording toBritish text,classifing themon EnglishConjunctions andrealizing therole ofconnecting wordsthrough specifictext.Leting studentsuseacertain logicalrelations tobine short皖西學院xx屆本科畢業(yè)論文（設計）sentences intoa plexsentencewillhelpthestudentstoavoid blindlyuse simpleand shortsentences.In addition,you canlet studentsrecite someplex sentencesto strengthenstudentsEnglishlanguageability.Borrowing predecessorsvocabularies,sentence patternsand matches,let thempermute andbinate themagain toexpress theirthoughts andfeelings.Creative writingalways bebuilt onthebasisof imitating.Aording tothedifferenttypes ofpositions,recite thebeginning ofthe correspondings,andtheend ofthem.The typesof English articles generallyare dividedinto view,description,graphs andpictures.Englisharticleshave afew broadcategories.Take diagramclass positionas anexample,if thestudentstoremember somerhetoric sentencesThe piechart/line graph/bar Chart/table shows,In general/Overall Generallyspeaking,there wasan upwardTrend/downward trendin.When theywrite Englisharitles,their aritleswillbemore monand organized.Secondly theinterferenceof mothertongueonEnglishwriting can also be diminished throughthe translatingtraining,making fulluseoftranslation.In theprocessoflearning andpracticing.Inthesyllabus,listening,speaking,reading,writing andtranslatingthe fiveabilitys developmentis unbalanced,andtheability ofwritingandspeaking isrelatively lagging.One ofimportant reasonsisth