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1、1,常见错误,2,中国人学英语总是受到汉语的干扰。英语写作是语法概念、词汇知识、修辞手法等交流手段的综合运用。缺乏对英语习惯表达法的了解及缺少写作技巧的基本训练,英语写作中就会出现各种错误,3,一、结构错误 1. There be 句型拖泥带水。如: There is an old sentence says “Practice makes perfect.” 学生作文中常爱引用一句谚语或格言来开头,于是在There be句型后紧跟着又出现了一个谓语动词。实际上,要表示“常言道”英语中有现成的说法,如:“As the saying goes”, “As a proverb has it”等。还
2、有些学生的作文开头就是“There has different ideas about.”,连基本的“There be”句型也被改造了。,4,2. 误用平行结构。所谓平行结构,或对称结构(Parallelism),是指用相同的语法结构表示几个意思上密切相关内容的修辞手法。这一修辞手法极其有用,使用得当,可使句子结构紧凑,对称协调,语意鲜明,逻辑性强。但是,许多学生由于对这种修辞手法知之甚少,对其对称照应的特点掌握不好,常常写出一些结构不均衡,文意欠通顺,逻辑混乱的句子。如: My summers work proved not only interesting but I also learn
3、ed much from it. She has fallen in love with him not because he is handsome but that he is diligent.,5,3. 出现“悬垂结构”。在一个句子中,修饰语必须清楚地修饰句中某个词或短语,如果它不修饰句中的任何成分,而处于悬浮状态,这样的修饰语即为悬垂结构(Dangling Element)。如: Climbing up the tower, the whole city came into our view. (1)悬垂分词 误: Being Sunday, they went for a picn
4、ic. 正: It being Sunday, they went for a picnic. 正: As it was Sunday, they went for a picnic.,6,(2) 悬垂不定式 误:To swim properly, a course of instruction was necessary. 正:To swim properly, one needs a course of instruction. (3) 悬垂简式从句 误:When a middle school student, his parents were very strict with him.
5、 正:When he was a middle school student, his parents were very strict with him.,7,二、意义错误 英语句子的意义错误产生于用词不当,用词不当又产生于不懂词义或片面理解,根子是完全依赖中文字面释义,不顾词性内涵、前后搭配等而张冠李戴。,8,1. 词性误用。 We all know that fail is the mother of succeed. (fail的名词形式为failure; succeed的名词形式为success) Make our cities greener is important. Plant
6、 trees and flowers is the best measure to obtain the goal.(应改用动名词短语作主语Making.和Planting.) People can through the Internet to get information. (错把介词through当动词用。宜改为:People can get information through the Internet.),9,2. 词语赘用。 词语赘用就是在文章中使用了多余的字(useless words)、或用了大词(big words),雅词(elegant words),形成了废话(dea
7、d word),使文章组织不严密,内容模糊不清。如: Before we began to carry out the open-policy, my home town was a poor, backward, shabby, ugly and undeveloped place. 此句过多地使用了一些带有贬义的形容词,如此描述,使人不能不感到作者似乎对自己的家乡眷恋不足,厌倦有余。为何出现这种词语多余的现象呢?,10,(1) (语言)心理负担过重。写作时,惟恐所表达的意思不完整,语言不完美,于是就接二连三地使用一些意思相同或相近的词语,结果破坏了句子的简洁性。我们在写作实践中务必用词准确
8、、简练,使所表达的内容清楚明白。 (2) 受汉语影响。在汉语写作中,人们经常使用“修饰语中心词”这一公式,如:“残酷剥削”、“野蛮侵略”。受这种汉语措辞的影响,不少学生写出的英语就显得简练不足。,11,3. 词语搭配不当。 何为搭配?语言学家JR.Firth(1957)将搭配定义为词汇间的相互关联(You shall know a word by the company it keeps.)。Halliday反之,则不能被接受;,13,(3)动词和副词的习惯搭配:英语中动词和副词的习惯搭配也比比皆是。例如:要表示“笑逐颜开”,一般说smile broadly而不说smile widely,同样
9、,要表示“他大量地出汗”时,可以说:He sweated profusely, 而要表示“他大量地引用本书”时,则须说He drew heavily on the book; (4)介词的一些习惯搭配:英语中有些动词或形容词后、名词前要呼应不同的介词,形成习惯搭配。例如:可以说:Somebody is familiar with something。,14,三、 表达方式错误 懂得了语法,掌握了语义,写起文章来还有表达方式对不对、好不好的问题,在这方面,汉语同样会干扰英语。有的学生的文章生硬晦涩,读起来好象骨鲠在喉,吞不下去,这多半是由于打不破汉语的牢笼。 My English base is
10、 still very poor. (宜改为:Im poor at English. / My English is poor.) Last year an extremely big flood which happen once in scores of years took place in many parts of our country. (宜改为:Last year many parts of China were visited by the worst flood in scores of years.) This year my listening skills have
11、made much progress.(宜改为:I have made great progress in my listening this year.),15,要在学习过程中不断注意纠正自己在运用英语时依赖汉语的不良习惯。如:学习词汇时,不要简单地和词典上的汉语释义一一对应。词是语音、意义和语法特点三者统一的整体,词又是语句的基本结构单位(陆国强1986)。了解一个词(knowing a word)就要学习它的意义(包括上下文意义和意义关系);词的使用(包括修辞和习语、固定搭配、文体和语意);词的信息(包括词性,前缀和后缀,拼写和发音);这个词的语法(包括名词的可数不可数;动词互补,词组动
12、词;形容词、副词的位置等)。(Harmer,1990) 语言这东西,不下苦功难学好。英语写作没有什么“秘诀”可言,我们必须加强阅读,并在阅读时留心观察,细心模仿。词汇、句型和表达方式见得多了也就熟了,使用时也会信手拈来。Practice makes perfect的道理用在语言学习中似乎是更适用的。只要处处留心,打开思路,就能在实践中一步步克服Chinglish倾向,使自己的英语日益趋于地道、纯正,16,中级水平作者常见错误,一、不一致(Disagreements) 所谓不一致不光指主谓不一致,它还包括了数的不一致时态不一致及代词不一致等。 例:When one have money, he
13、can do what he want to.(人一旦有了钱,他就能想干什么就干什么。) 剖析:one是单数第三人称,因而本句的have应改为has;同理,want应改为wants,本句是典型的主谓不一致。 改为:Once one has money, he can do what he wants (to do),17,二、修饰语错位(Misplaced Modifiers) 英语与汉语不同,同一个修饰语置于句子不同的位置,句子的含义可能引起变化。对于这一点中国学生往往没有引起足够的重视,因而造成了不必要的误解。 例:I believe I can do it well and I will
14、 better know the world outside the campus. 剖析:better位置不当,应置于句末.,18,三、句子不完整(Sentence Fragments) 在口语中,交际双方可借助手势语气上下文等,不完整的句子完全可以被理解。可是书面语就不同了,句子结构不完整会令意思表达不清,这种情况常常发生在主句写完以后,笔者又想加些补充说明时发生。 例:There are many ways to know the society. For example by TV, radio, newspaper and so on. 剖析:本句后半部分“for example b
15、y TV, radio, newspaper and so on.”不是一个完整的句子,仅为一些不连贯的词语,不能独立成句。 改为:There are many ways to know society, for example, by TV, radio, and newspaper.,19,四、悬垂修饰语(Dangling Modifiers) 所谓悬垂修饰语是指句首的短语与后面句子的逻辑关系混乱不清.例如:At the age of ten, my grandfather died.这句中“at the age of ten”只点出十岁时,但没有说明“谁”十岁时。按一般推理不可能是my
16、grandfather,如果我们把这个悬垂修饰语改明确一点,全句就不那么费解了。 改为:When I was ten, my grandfather died. 例:To do well in college, good grades are essential. 剖析:句中不定式短语“to do well in college”的逻辑主语不清楚。 改为:To do well in college, a student needs good grades.,20,五、词性误用(Misuse of Parts of Speech) “词性误用”常表现为:介词当动词用;形容词当副词用;名词当动词用等。 例:None can negative the importance of money. 剖析:negative系形容词,误作动词。 改为:None can deny the importance of money.,21,六、指代不清(Ambiguous Reference of Pronouns) 指代不清主要讲的是代词与被指代的人或物关系不清,或者先后所用的代词不一致。试看