试谈错误非英语大一学生写作错误

论文导读：。（3）得分高的学生和得分低的学生的主要差别在于语法和衔接错误频率上。（4）历时一学期的学习，学习者犯的错误数量减少，但衔接错误呈显着性增加。最后，本论文对产生这些错误的理由进行了浅析和讨论，并就大学非英语专业教学，以及高中和大学英语教学衔接提出了一些教学倡议和措施。关键词：错误浅析论文跨时
摘要：错误浅析作和其相关的错误探讨对探讨与发现语言习得的规律起着重要的作用。由此，错误浅析论述可以帮助教师了解学习者的共同特点和有着的不足，对第二语言的教与学有着重要的指导作用。有关英语作为第二语言的学习者的写作错误浅析探讨已经很多，但对大一新生非英语专业的写作量化探讨有限。本论文以错误浅析相关论述为基础，根据错误浅析的策略、步骤，运用SPSS18对非英语专业的大一新生英语写作中出现的错误现象进行了实证浅析。该探讨对象为英语水平相当的大一新生不同专业的两个班的学生。根据每一个探讨对象不同时期的三篇作文作为跨时探讨样本，其分别收集于大学第一学期期初，期中和期末。跨时探讨为一学期。通过抽样调查，选取了30位学生的共90个写作样本。探讨得出了以下结论：（1）语法错误，词汇错误和实质错误是学生英语书面表达中出现频率最多的错误。（2）写作水平和语法错误呈较强的负相关。（3）得分高的学生和得分低的学生的主要差别在于语法和衔接错误频率上。（4）历时一学期的学习，学习者犯的错误数量减少，但衔接错误呈显着性增加。最后，本论文对产生这些错误的理由进行了浅析和讨论，并就大学非英语专业教学，以及高中和大学英语教学衔接提出了一些教学倡议和措施。关键词：错误浅析论文跨时探讨论文语法错误论文词汇错误论文衔接错误论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Abstract4-5
摘要5-6
Table of Contents6-8
Chapter One Introduction8-11

1.1 Background of the Research8

1.2 Significance of the Research8-9

1.3 Purpose of the Research9-10

1.4 Organization of the Thesis10-11

Chapter 2 Literature Review11-19
2.1 The Significance of Errors and Error Studies11

2.2 Perspectives on Errors11-14

2.2.1 The Distinction between Errors and Mistakes11-13

2.2 Categorization of Errors13-14

2.3 Contrastive Analysis and Error Analysis14-17

2.3.1 Contrastive Analysis14-15

2.3.2 Reaction against Contrastive Analysis15

2.3.3 Error Analysis15-17

2.4 The Previous Research on EA of EFL in Writing17-19
2.4.1 Researches from Empirical Perspective17
2.4.2 Researches from Theoretical Perspective17-19
Chapter 3 Methodology and Research Procedure19-23

3.1 Research Questions19

3.2 Description of the Participants19-20

3.3 Research Methods and Instruments20-21

3.1 Questionnaire A20

3.2 Writing Samples20-21

3.3 Questionnaire B21

3.3.4 The Software for Statistical Analysis21

3.4 Judges21-22

3.5 Procedure22-23

Chapter Four Results and Discussion23-45
4.1 Frequency and Distribution of Errors23
4.2 Difference between High-mark and Low-mark Compositions论文导读：25-264.4TheCorrelationamongWritingProficiencyandErrorCategories26-274.5DescriptionsofErrors27-344.5.1ErrorsinSubstanceLevel27-284.5.2ErrorsinLexicalLevel28-304.5.3ErrorsinGrammaticalLevel30-324.5.4ErrorsinCohesiveLevel32-334.5.5ErrorsinIdiomaticLevel33-344.6Resultr
23-25
4.3 Comparison between Sample 1 and Sample 325-26
4.4 The Correlation among Writing Proficiency and Error Categories26-27

4.5 Descriptions of Errors27-34

4.5.1 Errors in Substance Level27-28

4.5.2 Errors in Lexical Level28-30

4.5.3 Errors in Grammatical Level30-32

4.5.4 Errors in Cohesive Level32-33

4.5.5 Errors in Idiomatic Level33-34

4.6 Results from Questionnaire A34-35

4.7 Results from Questionnaire B35-36

4.8 The Analysis of Sources of Writing Errors36-45

4.8.1 Interpngual Traner37-40

4.8.2 Intrapngual Traner40-43

4.8.3 Other Sources43-45

Chapter Five Conclusion45-52

5.1 Research Findings45

5.2 Suggestions on the Possible Ways of Helping EFL Writing45-48
5.2.1 To Raise Students’ motivation to Write45-46
5.2.2 To Strengthen Fundamental Language Knowledge in Teaching46-47
5.2.3 To Give Correct Judgment and Responses on Errors47-48
5.3 Imppcations for EFL Teaching of the First Academic Year in College48-50
5.3.1 To Make a Good Shift from High School in Teaching Syllabus and Methodology49
5.3.2 To Make a Good Shift from High School to College in the Choice of Engpsh Teaching Recourses49-50
5.3.3 To Help Students to Adjust Their Learning Habits and Strategies50

5.4 Limits and Suggestions50-52

References52-55
Appendix Ⅰ Writing Sample 155-56
Appendix Ⅱ Writing Sample 256-57
Appendix Ⅲ Writing Sample 357-58
Appendix Ⅳ High-mark Group58-59
Appendix Ⅴ Low-mark Group59-60
Appendix Ⅵ Questionnaire A60-62
Appendix Ⅶ Questionnaire B62-63
Acknowledgments63