高刚论文初稿范文.doc

高刚论文初稿范文 BA DissertationOn ChineseStudents MotherTongue Interferencein EnglishWriting BACandidate GaoGang SupervisorWang chengpingWest AnhuiUniversity皖西学院xx届本科毕业论文（设计）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.皖西学院xx届本科毕业论文（设计）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:多处标点后无空格，自己改正，有的地方多处空格，仔细校阅批注U2:缩进2字符，后面改皖西学院xx届本科毕业论文（设计）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.皖西学院xx届本科毕业论文（设计）iv摘要在学习英语写作的过程中，学生由于对汉英语言文化间的差异以及对不同文化背景所产生的不同思维方式不甚了解，经常用汉语思维导致用词错误。 在用英语写作过程中，不少学生由于英语语言功底较差，还不能用英语思考,经常先在脑海里用汉语构思，然后将构思好的汉语直译成英语。 这种机械的对应思考方法，往往造成严重的用词错误。 母语干扰乃是导致表达错误的一个主要原因。 分析英语写作中母语干扰对学生学习外语的影响，无论是从理论上看还是从教学实践上看，都将是大有益处的。 不同民族有不同的文化和语言，语言的使用会受到文化的制约，各民族的语言与各民族的文化是不可分割的，他们的风俗习惯、传统和思维方式等都反映在语言当中。 所以，中国学生学习英语时，会在某种程度上受本族文化和语言的影响及干扰，往往会不自觉地把本族的文化和语言搬到英语学习中去.对待母语迁移的态度对解决两种语言学习中的迁移问题具有重大意义。 认知心理学认为，学习是一个主动的认知过程，是对新知识的获得、转换和检验的过程。 在原有的生活经验和感知基础上去认识、理解、描述新事物是人类最基本的认知方法。 (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:带格式的:突出显示皖西学院xx届本科毕业论文（设计）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皖西学院xx届本科毕业论文（设计）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:类似的下载痕迹自己改。 整片都是下载的，还不按格式做！皖西学院xx届本科毕业论文（设计）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国客人这菜真好吃，我非常喜欢。 )带格式的:突出显示带格式的:突出显示皖西学院xx届本科毕业论文（设计）Chinese hostReally?I stillhave somemore athome1will sendyou some(中国主人是吗?我家里还有。 我送你一些。 )Foreign guestOh，noThank you(外国客人噢，不用。 谢谢!)Chinese hostYes，yesYou shouldtake it(中国主人要的，要的。 你一定要拿。 )Foreign guest?(fib国客人?)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带格式的:突出显示皖西学院xx届本科毕业论文（设计）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皖西学院xx届本科毕业论文（设计）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皖西学院xx届本科毕业论文（设计）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皖西学院xx届本科毕业论文（设计）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.皖西学院xx届本科毕业论文（设计）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.皖西学院xx届本科毕业论文（设计）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皖西学院xx届本科毕业论文（设计）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皖西学院xx届本科毕业论文（设计）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