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1、分类号分类号 密级密级 U D C 硕士学位论文硕士学位论文 非英语专业大学生写作中的 介词错误分析及研究 学位申请人： 刘学位申请人： 刘 芳芳 学 科 专 业 ： 外国语言学与应用语言学学 科 专 业 ： 外国语言学与应用语言学 指 导 教 师 ： 周江林指 导 教 师 ： 周江林 教授教授 论文答辩日期论文答辩日期 2004 年年 4 月月 24 日日 学位授予日期学位授予日期 年年 月月 日日 答辩委员会主席答辩委员会主席 陈玉红陈玉红 评阅人评阅人 王秀珍王秀珍 雷小川雷小川 A Thesis Submitted in Partial Fulfillment of the Requi
2、rements for the Degree of Master of Arts A Computer-assisted Error Analysis of Prepositional Uses in Non-English Majors Writing Candidate : Liu Fang Major : Foreign Linguistics and Applied Linguistics Supervisor : Professor Zhou Jianglin Huazhong University of Science Scott 1974; Mukattash 1976) pro
3、vide descriptions of the different kinds of linguistic errors produced by learners based on the traditional error analysis (EA). Prepositional errors are only mentioned with shallow and broad analysis. Some studies merely display the frequency of broad types of prepositional errors along with other
4、common errors. Very little research is concerned exclusively with prepositional errors. The only two studies of such kind are conducted by Alami (1978) and Habash (1982). Their major findings, in particular, the explanation of causes of prepositional errors are deduced by their own observation and i
5、ntuition. No subjects are interviewed so as to find the causes of these errors. From this perspective, their findings are somewhat subjective. Therefore, the present research is carried out investigating prepositional errors, with a focus on the causes of prepositional errors. The ten most frequentl
6、y used prepositions occurred in the College English Learner Corpus (CELC) are investigated by doing computer-assisted error analysis. The major error patterns of the ten prepositions are illustrated with examples. It is found that the errors are not concentrated on one particular preposition. The di
7、stribution of error rates of the ten prepositions is nearly equal. However, errors are concentrated on the category of npp1 (unacceptable combination with nominal). Interviews with 50 subjects are made to reveal the causes of the occurrences of errors in the use of the ten English prepositions. Resu
8、lts indicate that errors are caused by the absence of prepositions in the first language (L1), the interference of the mother tongue, false analogies with other English elements, the confusion of the similar expressions in English, carelessness, and the effect of teachers IIISignificantly more error
9、s are made due to the absence of prepositions in L1. For the purpose of improvement in preposition teaching and learning, the application of corpus is therefore recommended in company with other techniques of teaching prepositions. Key words: prepositional errors, error analysis, the College English
10、 Learner Corpus (CELC) IV摘摘 要要 对于大多数英语学习者来说，介词、介词词组、介词搭配是英语学习中的一个难点。英语学习者在书面英语中，经常会犯各式各样的介词错误。国内外学者专门就介词错误所作的研究还不多见。大多数研究 (Richard 1971; Scott 1974; Mukattash 1976)都是以传统的错误分析作为理论基础，对学习者所犯的错误（包括介词错误）进行整理、归纳、解释、分析，介词错误也只是被粗略地分为多用、少用和误用三大类。而少数几篇专门针对介词错误所作的研究中（Alami 1978; Habash 1982） ，在分析介词错误产生的原因时，只是通
11、过观察收集到的介词错误作出主观地判断和推论。鉴于传统的错误分析研究方法存在的不足，以及前人在研究介词错误方面存在的局限性，本文将计算机作为辅助手段，进一步完善了错误分析的研究方法，并且重点分析、研究中国非英语专业大学生英语写作中的介词错误。 作者首先分析大学英语学习者语料库中最常用的十个介词的错误类型及其分布情况。结果表明，错误并不是集中在某一个介词上，在十个介词的使用中，每个介词错误用法的比例基本持平，但是介词错误主要集中在介词与名词搭配类型上。为了找出导致介词错误的原因，作者对五十个学习者进行一次作文测试，就他们作文中出现的介词错误逐个进行了访谈，访谈结果表明，产生错误的原因分别是汉语中缺
12、少与英语相对应的介词、母语干扰、错误类比、相似用法的混淆、学习者的疏忽以及教师的误导等等。最后，作者提出将语料库运用于介词教学的建议，并且就介词教学技巧提出了几点看法和建议。 关键词：关键词：介词错误, 错误分析, 大学英语学习者语料库 VContents Acknowledgments.I Abstract.II 摘摘 要要 .IV Introduction (1) 1 Literature Review and Theoretical Background 1.1 Historical review of error analysis .(5) 1.2 Computer-assisted
13、error analysis(11) 1.3 Defining errors(17) 1.4 Preposition(20) 2 Research Method 2.1 Corpus-based study.(24) 2.2 Interview.(31) 2.3 Research questions(32) 3 Results of Analysis and Discussion 3.1 The description of major error patterns(33) 3.2 Addressing the research questions(39) 3.3 Discussion abo
14、ut the causes of prepositional errors.(42) VIConclusion(48) Bibliography.(58) Appendix I Published papers during study of MA (62) Appendix II The part-of-speech set of TAGGER.(63) Appendix III The writing task assigned to the learners(64) Appendix IV A sample composition.(65) Appendix V The intervie
15、w schedule.(66) Appendix VI The distribution of different error categories.(67) 1Introduction The present thesis is a study of the ten most frequently used English prepositions found in the College English Learner Corpus (CELC), the subcomponent of the Chinese Learner English Corpus (CLEC)，based on
16、the theories of contrastive analysis (CA), error analysis (EA), and corpus linguistics methodology. The impetus for the present study stems from the fact that English prepositional usage is highly anomalous and frequently a matter of collocational competence and experience rather than logic, which makes preposi
