基于學習者語料庫的高中英語高頻動詞詞組使用錯誤分析.pdf

1、學位論文獨創(chuàng)性聲明本人鄭重聲明：所提交的學位論文是本人在導師指導下進行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數據和有關材料均是真實的。本論文中除引文和致謝的內容外，不包含其他人或其它機構已經發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。一虢重夢暫日飆洲殳『7學位論文使用授權聲明研究生在校攻讀學位期間論文工作的知識產權單位屬南京師范大學。學校有權保存本學位論文的電子和紙質文檔，可以借

2、閱或上網公布本學位論文的部分或全部內容，可以采用影印、復印等手段保存、匯編本學位論文。學?？梢韵驀矣嘘P機關或機構送交論文的電子和紙質文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋：本學位論文屬于保密論文，密級：——保密期限為——年。學位論文作者簽名：耍蘿碡指導教師簽名：日期7y卜，1出1V歲f1f日期：≯噦彳乩V歲。訓ABSlRACTABSTRACTResearchesathomeandabroadhavepr

3、ovedthathigh—frequencyverbsandtheircollocationsarethekeytotrainingoffundamentalEnglishskillsNationalEnglishCurriculumStandardfo，HighSchoolStudentsandPedagogicalRequirementsofEnglishCurriculumStandardinJiangsuProvincealso

4、explicatedtheprincipleofenablingstudentstoleamvocabularycollocationsfrommeaningfulcontextsNevertheless，theperformancesofhi曲schoolstudentsinrespectofhighfrequencyphrasalverbsarefarfromsatisfactoryRecentlyboomingComputerai

5、dedErrorAnalysis(CEA)basedonLearnerCorpora，whichcouldbetterunveilsecond／foreignlanguagelearningmechanism，andDatadrivenLearning(DDL)，whichembodiesteachingincontext，couldcastsomelightonvocabularylearningandteachingThisstud

6、yaimstofacilitatevocabularylearningandteachingbyunveilingerrorsofhighfrequencyphrasalverbsmadebyhighschoolstudentsthroughlearnercorpus—basedCEAapproach，concludingunderlyingreasonsreferringtoAttributionTheoryfurthermoreco

7、nductingaDDLvocabularyteachingpracticeamongstudentsInthisthesis，theauthoranalyzestypesandreasonsofphrasalverbserrorsrecordedinst2，ChineseLearnerEnglishCorpus’(CLEC)subcorpusofmiddleschoolstudents；randomlyinterviewstenstu

8、dentsfromahighschoolinNanjingabouttheirunderstandingofphrasalverberrors；conductsacomparativestudyconsistingofguidingthosehighschoolstudentstolearn‘‘make”collocationsbasedonDDL，thentofinishpracticeandaquestionnaireaftercl

9、ass；finallyproposespedagogicalsuggestionsofvocabularyteachingTheachievedresultsforthestudyareasfollows：firstlyinthest2，errortypesofphrasalverbsincludeomission，mischoice，misusageandaddition，indescendingorderoferrorfrequen

10、cyParticles(prepositionsoradverbs)inphrasalverbsareespeciallydifficultforstudentstomasterThemainreasonsforerrorsareinterlingualandintralingualSecondlytherehasbeennodirectevidenceforpromotingstudents’learningofphrasalverb

11、sthroughDDL，yetwidespreadapprovalofthenewmodelhasbeenpresentedinthequestionnairesThepresentstudyhasboththeoreticalandpedagogicalimplicationsforteachingvocabularyOntheonehand，asdemonstratedinlearnercorpus，errorsofphrasalv