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首页> 外文学位 >A frequency and error analysis of the use of determiners, the relationships between noun phrases, and the structure of discourse in English essays by native English writers and native Chinese, Taiwanese, and Korean learners of English as a second language.
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A frequency and error analysis of the use of determiners, the relationships between noun phrases, and the structure of discourse in English essays by native English writers and native Chinese, Taiwanese, and Korean learners of English as a second language.

机译：对英语母语者和英语为第二语言的中文，台湾人和韩国语学习者的英语文章中限定词的使用，名词短语之间的关系以及话语结构的频率和错误分析。

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摘要

Second language (L2) learners notoriously have trouble using articles in their target languages (e.g., a, an, the in English). However, researchers disagree about the patterns and causes of these errors. Past studies have found that L2 English learners: (1) Predominantly omit articles (White 2003, Robertson 2000), (2) Overuse the (Huebner 1983, Master 1987, Parrish 1987, Tarone & Parrish 1988, Thomas 1989, Ionin 2003), or (3) Overuse a (Leung 2001). Previously proposed explanations of the causes of article errors include: (1) Learners have incorrect or incomplete semantic representations (Tarone & Parrish 1988, Hawkins & Chan 1997, Goto Butler 2002, Ionin 2003), or (2) Learners have complete, correct semantic representations for articles, but difficulty choosing the lexical form during production due to stress on mental processing or phonological limitations (Lardiere 1998, Bruhn de Garavito & White 2000, White 2003, Goad, White, & Steele 2003).;Prior studies have focused on articles, which identify discourse relationships, but have not considered other morphemes that do so as well, such as pronouns and demonstratives. Furthermore, they have focused on L2 errors in isolation and not in the context of a full discourse or contrasted with first language (L1) input. This study examined the use of articles and other discourse morphemes in 20 L1 and 20 L2 English essays. L2 essays were produced by L1 Chinese and Korean writers at two proficiency levels. The essays' noun phrases (NPs) were marked for part-of-speech, co-reference, syntactic position, and other discourse-relevant features. L2 errors were identified and categorized.;Frequency data showed that L2 proficiency level more often indicated significant differences in discourse construction than L1. No significant difference between L2 and L1 writers was when considering all articles together. Breaking this down, students used a/an significantly less than L1 writers, but the use of the was not significantly different. In contrast, the error analysis showed most L2 mistakes being made in the use of the, with almost none in the use of a/an. Together the frequency and error data give a richer understanding of discourse and article use in L2 production.
机译：众所周知，第二语言（L2）的学习者在使用目标语言（例如a，an和the English）的文章时遇到了麻烦。但是，研究人员不同意这些错误的模式和原因。过去的研究发现，L2英语学习者：（1）主要忽略文章（White 2003，Robertson 2000），（2）过度使用（Huebner 1983，Master 1987，Parrish 1987，Tarone＆Parrish 1988，Thomas 1989，Ionin 2003），或（3）过度使用a（Leung 2001）。先前提出的文章错误原因的解释包括：（1）学习者的语义表示不正确或不完整（Tarone＆Parrish 1988，Hawkins＆Chan 1997，Goto Butler 2002，Ionin 2003），或（2）学习者具有完整，正确的语义文章的表示形式，但是由于强调心理处理或语音限制而很难在生产过程中选择词汇形式（Lardiere 1998，Bruhn de Garavito＆White 2000，White 2003，Goad，White和Steele 2003）。文章，它们确定了话语关系，但没有考虑其他词素，例如代词和指示词。此外，他们只关注孤立的L2错误，而不是在完整的论述中或与第一语言（L1）输入形成对比。这项研究检查了20篇L1和20篇L2英语论文中文章和其他语篇语素的使用。 L2论文是由L1中国和韩国作家在两个水平上撰写的。文章的名词短语（NPs）被标记为词性，共指，句法位置和其他与语篇相关的特征。 L2错误得到了识别和分类。频率数据显示L2水平比L1更经常表明话语结构存在显着差异。当一起考虑所有文章时，L2和L1作者之间没有显着差异。分解来看，学生使用a / an的程度明显少于L1作家，但是使用的程度并没有显着差异。相反，错误分析显示，大多数使用L2的错误是在使用，而使用a / an几乎没有。频率和错误数据一起使人们对L2生产中的话语和文章使用有了更深入的了解。

著录项

  • 作者

    Gressang, Jane E.;

  • 作者单位

    The University of Iowa.;

  • 授予单位 The University of Iowa.;
  • 学科 Language Linguistics.;Education English as a Second Language.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 410 p.
  • 总页数 410
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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