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代写英语论文范文:大学生英语作文之情态表达错误概述

时间:2015-05-16 11:17来源:硕士论文作者:lgg 点击:
Based on error analysis theory, the present study focuses on displaying errors of theten modal verbs in using in the WECCL 2.0 corpus. In this paper, errors are divided intotwo types, namely interlingual errors and intralingual errors.

Chapter 1 Introduction


1.1 Research background
Modality is one of the most important interpersonal systems in three metafunctionof the systemic functional linguistics and is considered to be one of the most elusive andbasic categories in human language and thinking. The function of modality to language isspecial, because it directly reflects the “the speaker’s opinion or attitude towards theproposition that the sentence expresses or the situation that the proposition describes”(Lyons, 1977), embodies the subjectivity of discourse, and is “the grammaticalization ofspeakers’ (subjective) attitudes and opinions” (Palmer, 1986). There are some ways toexpress modality, such as using some adverbs (such as properly, possibly, etc.) andmodal verbs (such as will, shall, etc.). Among these ways, modal verbs are regarded asone of the most important ways to express modality. Modal verbs are widely used inEnglish expressions although the number of them is quite limited, and they are complexin semantics and pragmatics although the form of them is quite simple. There is perhapsno other aspects of English grammar that are more important and difficult than thesystem of the modals (Palmer, 1990). This conclusion is drawn for two reasons: one istheir high frequency in different literary forms which express the emotion of humanbeing. The other is their polysemy and semantic uncertainty. The complexity andimportance of modal verbs makes it a hot topic in the field of linguistics, and thecharacteristics of polysemy and semantic uncertainty of modal verbs makes it a problem in English teaching and learning. Thus, it is essential that conduct a systematic andthorough analysis of English modal verbs.
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1.2 Research object and research questions
Writing is one of the basic skills representing the comprehensive languageproficiency of language learners. This paper processes on the basis of 100 Englishcompositions extracted randomly from WECCL (Written English Corpus of ChineseLearners) 2.0 corpus, which is integrated by 4950 timed and untimed compositionswritten by both English and non-English major students in Chinese university. All thecompositions are written on the paper. The following transcription process is donewithout even changes in the students’ compositions. The wide-range resources canprovide vivid and accurate examples for the researchers to gain an overall view of theuniversity students’ writing skills.Through the application of both qualitative and quantitative research method, themajor target of present study is to conduct a systematic and thorough analysis on theerrors in using English modal verbs in 100 English compositions written by Chineseuniversity students, so that it will provide researchers with an insight into the Chineseuniversity students’ writing problems, find the reasons of these errors and also cast lighton the future teaching approaches.The use of ten modal verbs by Chinese students will be studied in this paper: can,could, may, might, shall, should, will, would, must and ought to.
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Chapter 2 Literature Review


2.1 Studies of EA (Error Analysis)
Error constitutes an important part of interlanguage, error analysis is an approachinfluenced by behaviorism, and it bases on the cognitive theory. The aim of error analysisis to explore the errors made by second language learners, and explore the mental processof learners’ second language acquisition, which is of great importance to both learnersand teachers. In order to better understand and make best use of error analysis, itsbackground, definition, classification, explanation as well as its sources will beillustrated. Stephen Pit Corder as British applied linguists is the pioneer of error analysis theoryin the modern sense. An essay entitled The Significance of Learner’s Errors delivered byCorder in 1967 indicate that the research of SLA enters into a new field- error analysiswhich develops from a contrastive analysis to. He (1967) points out that error is animportant and indispensable part in the learning process, because the error can reveal thedifferences between transitional language and TL. In the process of language learning,error is not only inevitable but also necessary. Error of language in the process oflearning cannot be seen as failure, because it reflects the assumption of learners to the TL.And this assumption will appear deviation when it is not in accordance with the TLsystem. He also thinks that language errors by learners reflect the language system whichthe learners master, so it has positive significance for us to understand the learners’language development.
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2.2 Studies of modal verbs
As modal verbs are extremely important in English learning as well as teaching,many scholars spend much time in the study of modal verbs from different perspectives,such as, from the aspect of speech acts, with respect to feature analysis, in terms ofstratification grammar and by means of systemic grammar. However, Coates (1983)points out that the one prime blemish of these multifarious approaches is that all theabove analyses just rely thoroughly on the researchers’ intuition. The following is anintroduction of the research achievements both at home and abroad. As the main semantic carrier of the interpersonal function, Halliday dividesmodality into two categories: modalization and modulation. Modalization is thejudgment of possibility by speakers for proposition, including probability scale ( possibly,probably, certainly) and usuality scale (sometimes, usually, always), meanwhile, it can beexpressed by modal verbs (such as will, should, might, etc.), modal adverbs (such asprobably, usually, perhaps, etc.) or a combination of both (such as, She will probablycome.). Modulation is the judgment of wish by speakers for proposal, includingobligation scale (such as allowed, supposed, required, etc.) which request others toundertake obligation in command and inclination scale (such as willing, keen, determined,etc.) which express the individual will be in offer, meanwhile, it can be expressedthrough the expansion of the modal verbs and the verbs (such as, be supposed to, etc.).
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Chapter 3 Research Design .......... 25
3.1 Theoretical foundation of the study .... 25
3.2 Research method.......... 28
3.3 Research procedure ............. 29
3.4 Data collection ............. 30
Chapter 4 Analysis of Errors in Use of Modal Verbs......... 35
4.1 Overall analysis of the use of modal verbs.......... 35
4.2 Types and distribution of errors .......... 40
4.2.1 Types of errors............... 40
4.2.2 Distribution of errors ............. 43
4.3 Analysis of causes of the errors........... 49
4.4 Pedagogical implications............. 56
Chapter 5 Conclusion ........... 63
5.1 Major findings ............. 63
5.2 Limitation of the study and suggestions for the further study ........... 64


Chapter 4 Analysis of Errors in Use of Modal Verbs


In this chapter, the main focus lies in finding out the most frequent mistakes made byChinese students in using modal verbs by showing two different errors (intralingual errorsand interlingual errors) of the ten modal verbs in the random 100 compositions written byChinese university students. It is processed from three perspectives: the semantics of themodal verbs, pragmatic of the modal verbs and error analysis theory. Error analysis isprocessed from different perspectives, such as cultural differences, the current situation ofEnglish teaching and learning in our country, etc. The errors and the causes of errors arerespectively analyzed through the statistical results in the 100 compositions in WECCL2.0. At last, on the basis of the analysis, suggestions that avoid the usage errors of Englishmodal verbs by improving the English teaching and learning methods are given anddiscussed in details.

………


Conclusion


This paper is an empirical study with aims at finding out problems of Chineseuniversity students in using modal verbs and exploring the reasons of the problems basedon the quantitative and qualitative studies. Then some pedagogical implications areprovided for both English learners and teachers. Based on error analysis theory, the present study focuses on displaying errors of theten modal verbs in using in the WECCL 2.0 corpus. In this paper, errors are divided intotwo types, namely interlingual errors and intralingual errors. By error analysis study, it hasbeen found that interlingual errors predominate in the students’ compositions, whileintralingual errors are committed less severely. Chinese university students use should andmust to express the meaning of “root obligation”, while ought is rarely used, which leadsto dull and dry use of words. Modal verbs can and will are overused, while could, might,would have been ignored by Chinese university students. Then Chinese university studentsdo not entirely understand the usage of will and would in expressing “root volition” andthis meaning is less frequently used by them. In addition, it has been observed thatChinese student rarely uses modal verbs to express the subject’s feelings. What is more,secondary modal verbs are generally more tentative and polite than primary ones inparticular contexts, while this point has been ignored by Chinese students incommunications as well.
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Reference (omitted)

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