基于學(xué)習(xí)者語料庫(kù)的高中英語高頻動(dòng)詞詞組使用錯(cuò)誤分析.pdf

1、學(xué)位論文獨(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)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。一虢重夢(mèng)暫日飆洲殳『7學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和紙質(zhì)文檔，可以借

2、閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀?guó)家有關(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋：本學(xué)位論文屬于保密論文，密級(jí)：——保密期限為——年。學(xué)位論文作者簽名：耍蘿碡指導(dǎo)教師簽名：日期7y卜，1出1V歲f1f日期：≯噦彳乩V歲。訓(xùn)ABSlRACTABSTRACTResearchesathomeandabroadhavepr

3、ovedthathigh—frequencyverbsandtheircollocationsarethekeytotrainingoffundamentalEnglishskillsNationalEnglishCurriculumStandardfo，HighSchoolStudentsandPedagogicalRequirementsofEnglishCurriculumStandardinJiangsuProvincealso

4、explicatedtheprincipleofenablingstudentstoleamvocabularycollocationsfrommeaningfulcontextsNevertheless，theperformancesofhi曲schoolstudentsinrespectofhighfrequencyphrasalverbsarefarfromsatisfactoryRecentlyboomingComputerai

5、dedErrorAnalysis(CEA)basedonLearnerCorpora，whichcouldbetterunveilsecond／foreignlanguagelearningmechanism，andDatadrivenLearning(DDL)，whichembodiesteachingincontext，couldcastsomelightonvocabularylearningandteachingThisstud

6、yaimstofacilitatevocabularylearningandteachingbyunveilingerrorsofhighfrequencyphrasalverbsmadebyhighschoolstudentsthroughlearnercorpus—basedCEAapproach，concludingunderlyingreasonsreferringtoAttributionTheoryfurthermoreco

7、nductingaDDLvocabularyteachingpracticeamongstudentsInthisthesis，theauthoranalyzestypesandreasonsofphrasalverbserrorsrecordedinst2，ChineseLearnerEnglishCorpus’(CLEC)subcorpusofmiddleschoolstudents；randomlyinterviewstenstu

8、dentsfromahighschoolinNanjingabouttheirunderstandingofphrasalverberrors；conductsacomparativestudyconsistingofguidingthosehighschoolstudentstolearn‘‘make”collocationsbasedonDDL，thentofinishpracticeandaquestionnaireaftercl

9、ass；finallyproposespedagogicalsuggestionsofvocabularyteachingTheachievedresultsforthestudyareasfollows：firstlyinthest2，errortypesofphrasalverbsincludeomission，mischoice，misusageandaddition，indescendingorderoferrorfrequen

10、cyParticles(prepositionsoradverbs)inphrasalverbsareespeciallydifficultforstudentstomasterThemainreasonsforerrorsareinterlingualandintralingualSecondlytherehasbeennodirectevidenceforpromotingstudents’learningofphrasalverb

11、sthroughDDL，yetwidespreadapprovalofthenewmodelhasbeenpresentedinthequestionnairesThepresentstudyhasboththeoreticalandpedagogicalimplicationsforteachingvocabularyOntheonehand，asdemonstratedinlearnercorpus，errorsofphrasalv