英語作文第三人稱單數(shù)一般現(xiàn)在時錯誤分析

1、英語作文第三人稱單數(shù)一般現(xiàn)在時錯誤分析[Abstract]Writingisaneffectiveoverallwayoftestingone’sEnglishability.ItcanhelpstudentstoimproveEnglishproficiencyextendthelearners’usingrangeimprovelogicalthinkingproblemanalyzingcultivatethestrictwkat

2、titude.Itcanalsoimproveone’sreadingspeakinglisteningsoon.Duringoneahalfmonthsteachingpracticetheauthanalyzed52students’228piecesofwritingsfromtwodinaryclasses(103students)inseni1XiamenXiang’anNo.1dleSchool(keydleschool).

3、Theauthcountedupthatthesinglethirdpersonpresenttenseerrstheymadewereasfollows:expressionerrs27%subjectverbisnotinagreement25%tenseerrs17%omitting“be”13%syntaxerrs11%consecutivepredicateserrs5%spellingerrs3%omittingauxili

4、aryverb0.42%voiceerrs0.42%.Intheauth’sopinionthemainreasonsarethediscrepancyofthinkingmodeltheinfluencesoflanguagetransferthesecondlanguageacquisition.Asstudentsofkeydleschooltheystillmakesuchkindsoferrsletalonethestuden

5、tsindinaryschool.ThispaperattemptstoanalyzetheseproblemsthereasonsaimingatmakingsomesuggestionsfdleschoolEnglishteachers’consultation.InshtthereisalongwayfdleschoolEnglishteacherstogotoimprovestudents’writingskills.[KeyW

6、ds]Seni1EnglishwritingthethirdpersonpresenttensetransfermodethinkingSecondLanguageAcquisition【摘要】英語寫作是能全面檢測一個人英語水平的一種有效手段，而且寫作能幫助學(xué)生提高使用英語的正確性擴大所用語言的范圍提高邏輯思考及分析問題的能力，培養(yǎng)嚴謹?shù)墓ぷ髯黠L(fēng)。另外寫作對閱讀聽力口語也都有促進作用。在一個半月的實習(xí)過程中筆者對廈門翔安一中（重點中學(xué)）

7、高一兩個普通班（103個學(xué)生）中的52位學(xué)生的228篇作文進行了分析，統(tǒng)計出他們所犯的第三人稱單數(shù)一般現(xiàn)在時錯誤類型如下：表達錯誤27%；主謂不一25%；時態(tài)混亂17%；遺漏be動詞13%；句法結(jié)構(gòu)錯誤11%，連動錯誤5%；拼寫錯誤3%；缺少助動詞0.42%；語態(tài)錯誤0.42%。筆者認為出現(xiàn)這些錯誤的主要原因有:英漢思維模式的差異，漢語對英語的遷移影響以及第二語言習(xí)得的影響。作為重點中學(xué)的學(xué)生他們?nèi)匀粫高@樣的錯誤，更不用說那些普通中學(xué)

8、的學(xué)生了。本文分析了所出現(xiàn)的問題和原因旨在給中學(xué)英語老師提供一些建議以供參考?？傊?，中學(xué)英語老師要提高學(xué)生的寫作能力還是任重而道遠的。【關(guān)鍵詞】高一英文寫作；第三人稱單數(shù)一般現(xiàn)在時；遷移；思維模式；第二語言習(xí)得1.Introduction1.1Basicconceptofwriting“‘Writingisconcernedontheonehwiththedefinitionredefinitioncreationrecreationo

9、ftheselfothersthewldaprocesswhichwemaycallreflectionontheotherhwithcommunicationwithothersaprocesswhichwecalltransmission.’FromWilkinson’sdefinitionofwritingwecanseethatwritingisfirstofallaprocessduringwhichawriterwrites

10、faparticularobjectview.Onlyinthiswaycanwritingberegardedwiththeemphasison‘communicativeskill’InthesecondlanguagecontextsuchasthesituationinChinawhethertheexpressionconfmstothehabitofEnglishexpression.Omitting“be”isthatth

11、ereshouldhavebeena“be”therebutitisomittedfsomereasons.Consecutivepredicatesmeanthatasentencehastwomainverbswithouttheconjunction.Thirdstagetheauthclassifiedtheseerrsaccdingtothereasonscountedthemupmadethemintotables.Tabl

12、esarearrangedbythemosterrstheymadetotheleasterrs.Table1:Fromthetablesabovewecanseeclearlythatthemainproblemsareexpressionerrssubjectverbisnotinagreementtenseerrs.Among52studentsthereare29(table2)studentswhohaveexpression

13、errs.Thereasonstheymakethesekindsoferrsarethat:thediscrepancyofEnglishChinesemodethinkingthenegativetransferofnativelanguagethesecondlanguageacquisition.3.Reasons3.1ModethinkingAnation’smodethinkingmodelanguagearethedeep

14、structuresofnationalculturethatarecongruouswithculture.Becauseofthediscrepancyofmodethinkingdifferentnationshavedifferentwaysofusinglanguageotheraspects.[3]SoEnglishlearnerssurelywillcomeacrossallkindsofdifficultiesfthed

15、iscrepancyofitsessence.Inwesterncountriestheirspacenavigationviewsthefeaturesoflogicalthinkingareasfollows:Firstinstudyingtherelationsofhumanhumanhumanthingstheymainlystudytherelationsofhumantothingshumantonatural.Second

16、intherelationofmaterialspirittheyputstressonthetwooppositiondivision.Thirdtheypayattentiontodialecticreasons.FourthinscientificstudymethodthewesternersstronglyattachimptanceonevidenceanalysisfromancientGreek.Softheefftso

17、fabovementionedaspectsthewesternershavebrightfeaturesofstressingonreasonanalysiscompletefm.ButfChinatherearecompletedifferentfeatures.Firsttheyputtherelationofhumanhumaninthefirstplace.Secondtotherelationofspiritmaterial

18、Chinesetraditionalphilosophypaysmeattentiononthetwo’sunityconsistency.Thirdthereisanintuitiononinstinctiveexperienceentiresynthesis.Butitdoesn’tpayattentiontoexperimentanalysis.[4]FabovereasonsthereisagreatdiscrepancyofC

19、hineseEnglishexpressionsoChinesestudentsespeciallydleschoolstudentsalwaysfindthattheycan’texpresstheirideasnaturallyaccurately.TheyjusttranslatetheirideaswdbywdintoEnglish.[5]E.g.:(1)Shelikeachild.(No.1)(HereNo.1meansthe

20、notebookIhavenumbered)(2)Shejustlikeoursister.(No.7)(HereNo.7meansthenotebookIhavenumbered)(3)Ourcountryneedapersonwhoisgoodateverythingnotjustarobottodohomewk.(No.13)(HereNo.13meansthenotebookIhavenumbered)(4)–AreyouJea

21、nne(Telephonecall)I’mJeanne.(No.30)(HereNo.30meansthenotebookIhavenumbered)ThefoursentencesabovearecompleteChinglish.They’dbetterberevisedasfollows:(1)Shelookslikeachild.(2)Shejustlookslikeoursister.(3)Ourcountryneedsape