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1、英語寫作能力是《普通高級中學(xué)英語教學(xué)大綱》及《普通高中英語課程標(biāo)準(zhǔn)》規(guī)定的高中學(xué)生必須掌握的一項(xiàng)基本技能,但相當(dāng)多的學(xué)生對此項(xiàng)技能的掌握情況并不盡如人意。鑒于此,本論文以“對比分析”、“錯(cuò)誤分析”及“中介語”的相關(guān)理論為依據(jù),采用“定量”結(jié)合“定性”的分析方法對上塘中學(xué)高一學(xué)生英語寫作的錯(cuò)誤進(jìn)行了研究分析并找出相應(yīng)對策,以期對改進(jìn)高中英語寫作教學(xué)有所啟發(fā)和幫助。 首先依據(jù)錯(cuò)誤分析理論對上塘中學(xué)高一學(xué)生英語書面表達(dá)錯(cuò)誤進(jìn)行了調(diào)查與
2、分析。統(tǒng)計(jì)結(jié)果表明,學(xué)生的錯(cuò)誤主要集中在以下幾個(gè)方面:1形態(tài)錯(cuò)誤;2詞匯錯(cuò)誤;3語法錯(cuò)誤;4語篇錯(cuò)誤。 其次,本文對學(xué)生的錯(cuò)誤原因進(jìn)行了深入調(diào)查和分析,調(diào)查采取了問卷結(jié)合訪談的方式。通過對師生的調(diào)查及采用SPSS10.0軟件包所進(jìn)行的統(tǒng)計(jì)分析,發(fā)現(xiàn)學(xué)生英語寫作中錯(cuò)誤和不足的原因主要有:受母語的干擾(負(fù)遷移);對目的語規(guī)則應(yīng)用范圍的忽視;對目的語規(guī)則的概括過度;學(xué)習(xí)策略和交際策略使用缺乏以及教師的訓(xùn)練遷移等。 最后,結(jié)合研
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