文学英语论文范文

文学英语论文范文
Chapter One Introduction
1.1 Research Background
Considering present writing situation and teaching conditions, the author begins with herresearch depending on the practical investigations of writing as in the followings:On the one hand, the first point is how much attention of the students’ and teachers’ is paidto writing. On the English class, students learn new words, natural expressions, various syntaxesand then how to use them, but actually they get lack of enough practices of what they havelearned, and the feedbacks from their teachers. In general, a lot of work needs to be donebetween the students and their teachers. Indeed, practical writing ability is an important part ofEnglish comprehensive ability for vocational college students. For no particular reason in theworld, English writing needs to be focused and paid much attention. However, the concentrationis far from what it ought to deserve from the present situations.On the other hand, the language they have formed in their mind is different from theirmother language, and also not the same
with their target language, English. In Selinker’s opinion,he calls this language “Interlanugage (IL)”. In his book, Interlanguage, he gives it a definition as“Interlangua ge refers to the separateness of a second language learners’ system, a system that hasa structurally intermediate statue between the native and target languages” (Selinker, 1972).
1.2 The Purpose and Significance of the Study
Students, who are in the process of learning a second-language, always feel hard andconfused in a particular period of psychology of learning second-language, or in terms of ‘latentlanguage structure’ called by Lenneberg, pointed out by Selinker in his book Interlanguage.Selinker, in his book, acknowledges that perhaps mere 5% learners of second-language learning,who somehow reactivate the latent language structure which Lenneberg describes, can achievenative-speaker ‘competence’. Actually for almost majority learners of second-language learning,it is obviously happening that they will be coming into the inevitable trouble during the‘attempted learning’ period if they want to get real definite native-speaker ‘competence’. Whatthe students need to know is some mistakes happened in their process of learning are natural andinevitable, and is how they try hard to live up with those, and then eventually to find ways tohelp them out.With the acknowledgements of Interlanguage, students’ mistakes happened in
theirconversations or writings are virtually natural. Actually, in the field of methodology, there aretwo schools of thought in respect of learners’ errors. The first one school which maintains that ifpeople were to achieve a perfect teaching pattern the errors would never be committed in the firstplace, and then the occurrence of errors is mere a mark of the present inadequacy of teachingtechniques. The point or philosophy of the second one is that people now are living in animperfect world and consequently errors will often occur in spite of people best efforts.
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Chapter Two Literature Review
2.1The Inte language Theory
At the beginning of Selinker’s work, Interlanguage, which is written from the learningperspective, he admits that “This paper discusses some theore tical preliminaries for researchersconcerned with the linguistic aspects of the psychology of second-language learning” (Selinker,1972). In this statement, we understand that the relevant data Selinker devotes his attention to isreferring to a certain kind of psychology, especially the psychology of second-
language learning.In the learning perspective, the relevant behavioral events would constitute thepsychologically-relevant data of second-language learning. However, out of the greatconglomeration of second-language behavioral events, one set of these behavioral events whichhas caused considerable interest is the regular appearance in second-language performance oflinguistic phenomena, some of which are thought to be eradicated in the performance of thelearner. In the meantime, a correct understanding of these phenomena can lead to the postulationof certain theoretical constructs, which play an important role in both in the formulation of apsycholinguistic theory of second-language learning and an identification of relevant data.
2.2 Error Analysis in Linguistics
2.2.1 The Significance of Learners’ Errors
Language learning is a skill like most other human learning techniques in which the mistakesor errors constitute a major aspect. Research has demonstrated or the daily life experience hasproved that children learning their native language do make countless mistakes or errors incomparison to adults. Similarly, adults will inevitably make mistakes in second languagelearning. That is to say, these mistakes or errors are inevitable in the process of learning a
foreignlanguage. Although, the terms mistake and error have the same meaning from their appearances,they are different. It pays to distinguish mistakes from errors, which is the prerequisite for theresearcher to explore the investigation on how to make good use of EA. Just like Miller puts it,“It would be meaningless to state rules for making mistakes. On the contrary, it will be useful torefer to the systematic errors of the learner from which the learners are able to reconstruct theirknowledge of the target language, i.e. their transitional competences” (Miller, 1966). To tell thetruth, error analysis distinguishes errors, which are systematic, from mistakes, which are not.What’s more, mistake refers to a kind of performance error which results in the second-languagelearner using the language incorrectly. However, an error, reflecting a kind of competence error,is deviant or irregular structure from the standard language indicating the interlanguage ability ofthe learner.
Chapter Three Research Methodology (21)
3.1 Research Questions (21)
3.2 Participants (21)
3.3 Research Instruments (21)
3.4 Research Steps (22)
3.4.1 Pre-test (22)
3.4.2 Procedures of Error Analysis (30)
3.4.3 Post-test (41)
3.5 Interviews (42)
3.6 Data Collection (43)
Chapter Four Results and Discussion (45)
4.1Statistical Description and Analysis of the Pre-test and Post-test (45)
4.2 Results and Discussion on Post-Questionnaires (48)
4.3Results and Analysis of the Interview (50)
4.4 The Analysis of the Results of Data Collection (51)
Chapter Five Conclusion (53)
5.1 Major Findings (53)
5.2 Pedagogical Implications of Error Analysis (54)
5.3 The Limitations of the Study (58)
5.4 Suggestions for Future Research (59)
Chapter Four Results and Discussion4
.1Statistical Description and Analysis of the Pre-test and Post-test
The data from the pre-test and post-test were collected and analyzed through SPSS 17.0 toinvestigate whether there was any significant difference between them after using Error Analysis. From table 4.5, we can see that the mean scores of control group between pre-test andpost-test are almost in the same level. In the Table 4.6, the t =-0.432, Sig. (2-tailed) =0.668,P>0.05. It means that there is no significant difference between pre-test and post-test in thecontrol group.Experimetal Group:From table 4.7 and table 4.8, the scores of EG in pre-test and post-test are tested. From theresults, we can see that the mean score in post-test is increased by 3.2429. The t=-12.085, Sig.(2-tailed) =0.000,
P<0.05. The result shows that there is significant defference between pre-testand post-test. The students of experimental group have made great improvements after usingError Analysis.
Conclusion
This dissertation has concerntrated attention on the application of error analysis to Englishwriting and talked about its effect on writing of college students. Based on data analysis anddiscussion in Chapter four, major findings of this study can be concluded into the followingpoints:
(1) Through the study, the statistic analysis has proved that error analysis does lead toimprovements in college students’ writing.
(2) Through the analysis of students’ writing, the attitudes towards errors have changedgradually. As has been mentioned above, it is inevitable to make errors in the process ofacquiring the second language. In the other words, errors are quite normal in theacquisition of the target language. According to the above contents, not all errors areneeded to be corrected. The most appropriate way is to distinguish different categories oferrors and to give them right treatment respectively. Some errors must be correctedimmediately in avoidance of fossilization; while others, to some certain, can beoverlooked. Therefore, students have to understand the types and causes of errorsstudents make in English compositions. At the same time, when they finish their firstdraft, they may be asked to
check their writing carefully and find the writing errors andcorrect them by themselves.
Reference (omitted)。