母語(yǔ)負(fù)遷移對(duì)初中英語(yǔ)句法學(xué)習(xí)的影響.pdf

1、獨(dú)創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下獨(dú)立進(jìn)行研究工作所取得的成果。據(jù)我所知，除了特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果。對(duì)本人的研究做出重要貢獻(xiàn)的個(gè)人和集體，均己了明確的說(shuō)明。本聲明的法律結(jié)果由本人承擔(dān)。學(xué)位論文作者簽名：丑夔x旦蠢日期：學(xué)位論文使用授權(quán)書(shū)本學(xué)位論文作者完全了解東北師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即：東北師范大學(xué)有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交學(xué)位論文的復(fù)印

2、件和電子版，允許論文被查閱和借閱。本人授權(quán)東北師范大學(xué)可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或其它復(fù)制手段保存、匯編本學(xué)位論文。(保密的學(xué)位論文在解密后適用本授權(quán)書(shū))學(xué)位論文作者簽名：蝴指導(dǎo)教師簽名：日期：絲叢：!：呈日期：學(xué)位論文作者畢業(yè)后去向：工作單位：通訊地址：電話：郵編：固。面一一AbstractForlanguageresearchers，LanguageTransferhasbeenacon

3、troversialtopicinthesecondlanguagelearningSince1970sastheemergencyanddevelopmentofAppliedLinguistics，theeffectoftransferonforeignlanguagelearninghasbeenapprovedandvaluedbymostpeopleTheresearchesonforeignlanguageteachinga

4、ndsecondlanguagelearningshowthattransferoftenmakeeffectswhenthefirstlanguagemakesatransitiontothesecondlanguagePositivetransferisbelievedtohelpthelanguagelearnerstostudynewlanguage；whilethenegativetransferisseentobeoneof

5、interferenceTransferhappensinthestudyingcourseoflearnersinallagesThereareclearinferencesoftransferinallthesystemsofforeignlanguagelearningThisresearchisundertheguidanceoflanguagetransfertheoriesBytestingtheGradeThreestud

6、ents’syntacticexercisesoftWOclasses，thewriterexploredhowtheymasterthesyntacticAfterthetest，thedataabouttheerrorrateinstudents’syntacticexercisesweregethered，assayedandsummedupthemainfactorsandimprtancesintheseniorhighsch

7、oolentranceexaminationInordertomakeastudyoftheshareoferrorsthatcausedbymothertonguenegativetransfersumuptheinfluenceofmothertonguenegativetransferonEnglishsyntacticstudyinginjuniorhighschools，somequestionnairesweresentto

8、studentsBytestingallthesyntacticthatlistedinthecurriculumcriterionofjuniorhi曲schools，thisresearchgetsthefollowingconclusions：Studentsmasteredtheimperativesentences，thealternativeinterrogationsandspecialquestionsbettenFor

9、theobjectclauses，theattributiveclauses，theexclamativeclausesandsubject—predicateagreement，studentsmakelotsoferrorsFormthestudents’errorquestionnaires，thewriterfindthatmothertonguepositivetransferisthesecondbiggestreasonf

10、orerrorsonlyundertheunknowngrammarusagesButfordifferentsyntacticitems，theinfluenceisalsodifferentThisresearchassayedsomesyntacticitemswhichareeasilyinfluencedbypositivetransferTheseconclusionsleadthewritertothinkaboutthe

11、specificmeasurestomakeagooduseofthemothertonguetransferonEnglishSyntacticStudyinginJuniorHighSchoolsCombinedwithteachingpractice，teachersshouldoveremphasizethedifferencesbetweentheChinesesyntacticandEnglishsyntacticandav