中国英语学习者虚拟语气的使用障碍及教学对策研究

发布时间：2017-09-21 04:34

本文关键词：中国英语学习者虚拟语气的使用障碍及教学对策研究

【摘要】：纵观国内近年来基于学习者语料库的研究成果发现，目前研究主流是学习者与本族语者的对比研究和基于语料库的失误分析，但是本文作者发现基于语料库对虚拟语气进行的研究很少，以本族语者语料库和学习者语料库为基础，，对虚拟语气的习得进行对比分析的研究几乎为零。然而，此类型的研究非常必要。长久以来，语法习得是国内二语学习者的薄弱环节，而虚拟语气尤为甚之。因此本文作者选取虚拟语气为研究对象，以期对科学、合理的虚拟语气习得及其教学方法有一定的参考和启示作用。本研究采用语料库的研究方法，从英国大学生作文语料库（LOCNESS）和中国学习者英语语料库（CLEC）中选取真实语料为研究对象，以中介语理论为基础，运用对比分析及错误分析的主要理论，进行定性分析和定量描述相结合的分析方法。本研究分为四个步骤：第一，选取研究对象，使用Wordsmith检索CLEC和LOCNESS中含有虚拟语气的语料，然后进行人工选取和排除；第二，将从两个语料库中检索的数据分别进行频率标准化并对结果作对比分析；第三，分析中国英语学习者对虚拟语气的使用障碍并对其进行分类研究；第四，提出相应的教学对策—-任务型教学法，并通过一项长达两年，四个学期的教学实验验证其在英语虚拟语气的教学中的科学有效性。本研究采用Wordsmith Tools检索软件和SPSS统计分析软件。本研究主要有两方面的发现。首先，在虚拟语气的使用上，中国英语学习者和本族语者相比存在显著差异；语际因素、语内因素以及诱导因素都是导致产生使用障碍的因素。其次，本研究通过长达两年的教学实践来验证任务型教学法在英语虚拟语气的教学中的可行性和有效性，以期对英语教师日常英语语法教学有所启示。本研究虽取得了一些关于虚拟语气的发现，但还有很多局限和不足。所选语料主要是有一定英语学习基础的学习者，缺少英语初学者的相关语料，因此本研究得出的数据还有待更多相关研究的验证。
【关键词】：学习者语料库 虚拟语气 任务型教学法
【学位授予单位】：上海外国语大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：H319.3
【目录】：

Acknowledgements4-5
中文摘要5-6
Abstract6-8
Contents8-12
List of Abbreviations12-14
List of Figures14-15
List of Tables15-16
Chapter One Introduction16-25
1.1 Research Background16-19
1.2 Significance of the Present Study19-20
1.3 Research Motivations20-22
1.4 Research Objectives22-23
1.5 Research Methodology23
1.6 Organization of the Dissertation23-25
Chapter Two Literature Review25-65
2.1 The Contrastive Analysis （CA）25-31
2.1.1 The Rationale for Contrastive Analysis26-27
2.1.2 Contrastive Analysis Hypothesis27-28
2.1.3 Critics of Contrastive Analysis28-31
2.2 Error Analysis31-36
2.2.1 Traditional Error Analysis31-32
2.2.2 Resurgence of Interest in Error Analysis32-33
2.2.3 The Reorientation of Error Analysis33-35
2.2.4 Error Analysis Criticized35-36
2.3 Interlanguage36-42
2.3.1 Toward an Explanatory Theory of Interlanguage36-37
2.3.2 Significance of Interlanguage37-38
2.3.3 Interlanguage in Relation to Contrastive Analysis and Error Analysis38-39
2.3.4 Contrastive Interlanguage Analysis39
2.3.5 The Theory of Interlanguage39-42
2.4 Corpus Linguistics and Corpus-based Approach42-52
2.4.1 Definition of Computer Learner Corpus (CLC)44-47
2.4.2 CLC and Interlanguage Researches47-50
2.4.3 CLC and EFL Teaching50-52
2.5 Review about Researches based on CLC52-64
2.5.1 Review on Domestic Interlanguage Research based-on Corpus57-59
2.5.2 Review on Computer-aided Error Analysis (EA)59-62
2.5.3 Review on the Research of interlanguage vs. TL and CA62-64
2.6 Summary64-65
Chapter Three Research Review on Subjunctive Mood65-90
3.1 The Subjunctive Mood65-69
3.1.1 Definition of Subjunctive Mood65-67
3.1.2 The History of Subjunctive Mood67-69
3.2 Types of Subjunctive Mood69-79
3.2.1 Chinese Scholar’s Classification of Subjunctive Mood70-72
3.2.2 Overseas Classification of Subjunctive Mood72-79
3.3 Previous Researches on Subjunctive Mood79-84
3.3.1 Three Academic Groups on SM79-80
3.3.2 Overseas Studies on SM80
3.3.3 Chinese Scholars’ Studies on SM80-84
3.4 The Classification and Attitude towards SM in the Present Study84-89
3.4.1 The Classification of SM in the Present Study84-87
3.4.2 Attitude towards SM in the Present Study87-89
3.5 Summary89-90
Chapter Four Research Design90-104
4.1 Data Source90-94
4.1.1 Data Source for the first part of the study90-93
4.1.2 Data Source for the Second Part of the Study93-94
4.2. Research Tools94-97
4.2.1 Wordsmith Tools94-96
4.2.2 The SPSS13.096-97
4.3 Research Procedure97-102
4.3.1 Error-tagging97-99
4.3.2 Concordance Retrieving99-100
4.3.3 Data Normalization of Occurrence Frequency100-101
4.3.4 Comparative Study and Error Analysis101-102
4.4 Research Questions102-103
4.5 Summary103-104
Chapter Five Data Analysis104-132
5.1 Comparative Study between LOCNESS and CLEC (ST3, ST4)104-115
5.1.1 Overall Occurrence Frequency Comparison104-106
5.1.2 The Difference between the Two Corpora106-115
5.2 Comparison on the Use of Subjunctive Mood115-117
5.3 Error Analysis117-129
5.3.1 Types of Errors117-126
5.3.2 Possible Causes for Errors126-129
5.4 Summary129-132
Chapter Six Countermeasures to Overcome Obstacles132-183
6.1 A Critical Analysis of the Traditional Teaching Methods of SM132-138
6.1.1 The Grammar-translation Method133-134
6.1.2 The Direct Method134-135
6.1.3 The Audio- lingual Method135-136
6.1.4 The Communicative Language-teaching Method136-138
6.2 Introduction to Task-based Language Teaching Approach (TBLTA)138-149
6.2.1 Definition of Task141-144
6.2.2 Definition of Task-based Language Teaching Approach (TBLTA)144-145
6.2.3 Implementation of the Task-based Language Teaching Approach145-147
6.2.4 Psycholinguistic Basis: Vygotsky’s Theories147-148
6.2.5 Pedagogical Basis: Communicative Language Teaching and Second Language Acquisition148-149
6.3 Task-based Language Teaching of the English Subjunctive Mood149-155
6.3.1 The Importance of English Subjunctive Mood to EFL Learners149-152
6.3.2 Traditional PPP Approach and Problems in EFL Grammar Teaching152-153
6.3.3 Advocacy of Task-based Language Teaching Approach in Grammar Teaching153-155
6.4 Research Question and Research Hypothesis155-164
6.4.1 Research Question155-158
6.4.2 Significance of the Research158-160
6.4.3 Feasibility of the Research160-162
6.4.4 Research Hypothesis162-164
6.5 Research Design164-166
6.5.1 Data Source164-165
6.5.2 Method165-166
6.6 Procedure166-172
6.6.1 A Chi-Square Test on Gender Distribution in the Two Groups166-167
6.6.2 Teaching Activities167-171
6.6.3 Pre-experiment and Post-experiment Comparison171-172
6.6.4 Comparison in the Process of the Teaching Experiment172
6.7 Data Collecting172-182
6.7.1 Analysis of the Collected Data172-182
6.8 Summary182-183
Chapter Seven Conclusion183-189
7.1 Major Findings183-185
7.2 The Implication for the EFL Learning and Teaching185-186
7.3 Corpora as Powerful Learning Tools186-187
7.4 Limitations of the Study187-188
7.5 Suggestions for Future Research188-189
Bibliography189-204
Appendix I Titles of Compositions204-210