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首页> 外文学位 >CONTRASTIVE ANALYSIS, ERROR ANALYSIS AND INTERLANGUAGE IN RELATION TO ADULT CHINESE SPEAKERS LEARNING ENGLISH AS A SECOND LANGUAGE.
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CONTRASTIVE ANALYSIS, ERROR ANALYSIS AND INTERLANGUAGE IN RELATION TO ADULT CHINESE SPEAKERS LEARNING ENGLISH AS A SECOND LANGUAGE.

机译：与成人英语学习者第二语言相关的对比分析，错误分析和中介语。

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摘要

The more recent view of language and language learning offered by generative grammar has called into question the contrastive analysis hypothesis. The purpose of this study is to gather empirical evidence through an error analysis of the interlanguage of speakers of a source language that is fundamentally different from the target language being learned, namely, speakers of Chinese learning English as a second language (ESL). Four syntactic areas in English are found to have major contrasts with Chinese and four levels of difficulty are postulated. On the basis of the investigator's knowledge and experience as an ESL learner as well as an ESL teacher and on the basis of current theoretical insights, it is hypothesized (1) that, to adult Chinese speakers, the learning of a completely unrelated language like English presents numerous difficulties traceable to interference from Chinese; (2) that this interference from the source language decreases with levels of learning; (3) that in the four syntactic areas contrasted, English verbs, articles, prepositions and word order present a descending order of difficulty; and (4) that interference from the target language increases with levels of learning.; These hypotheses were tested against data collected by an uncontrolled elicitation technique. The data were examined through an error analysis of the linguistic productions of nine Chinese ESL students who represent three levels of learning. The results of a qualitative and quantitative analysis of the errors supported hypotheses (1), (2) and (4) in that, for the sample under investigation, the interlingual interference did present numerous difficulties, and that the learners' interlingual errors did increase while their intralingual errors increased with levels of learning. Hypothesis (3) was partially substantiated in that while the verb was the most and word order was the least problematic area, the article and the preposition showed little difference in the degree of difficulty.; In relation to the Chinese ESL students investigated, the above results indicate the following: (1) An a priori contrastive analysis proves valuable in locating and explaining problem areas. The phenomenon of objective linguistic difficulty is real and must be recognized in a second language learning theory. (2) An a posteriori error analysis provides data for verifying contrastive analysis and supplements it by revealing errors not predicted. Contrastive analysis and error analysis have to be jointly considered and employed for a better understanding and a more efficient treatment of difficulties in second language learning. (3) Clear inter- and intralingual errors indicate that first language transfer, overgeneralization and rule simplification are the learning strategies employed. (4) There is variability in the interlanguage of both individuals and groups. Systematicity in the interlanguage lies in the recurring patterns of inter- and intralingual errors found in the linguistic productions.; While the data collected did support the main hypotheses propounded, the results are to be interpreted in terms of the strictly defined population as well as the relatively small sample used. The findings, though limited in generalizability, have practical significance and they warrant further research.; For further research, a replication of this study is suggested, prefereably by a research team, on a larger scale and with inferential statistics. In general, more contrastive error analysis studies on a larger scale involving more languages, typologically related as well as unrelated, and in diverse learning contexts and situations, are desirable so that more cumulative data-based evidence will pave the way for the foundation of a viable theory of second language learning and teaching, which is the concern and preoccupation of current research in applied linguistics.
机译：生成语法提供的关于语言和语言学习的最新观点使对比分析假设受到质疑。这项研究的目的是通过对源语言的母语之间的错误分析进行错误分析来收集经验证据，该语言与正在学习的目标语言（即以英语作为第二语言（ESL）学习中文的母语）的人根本不同。英文的四个句法领域与中文形成了鲜明的对比，并假定了四个难度级别。根据研究者作为ESL学习者和ESL老师的知识和经验，并根据当前的理论见解，假设（1），对于成年汉语讲者而言，他们可以学习完全不相关的语言，例如英语提出了许多可归因于中文干扰的困难； （2）源语言的这种干扰随着学习水平的降低而降低； （3）在对比的四个句法领域中，英语动词，冠词，介词和词序表现出难度的降序； （4）目标语言的干扰随着学习水平的提高而增加。将这些假设与不受控制的启发技术收集的数据进行了比较。通过对代表三个学习水平的9名中国ESL学生的语言产生的错误分析，对数据进行了检查。对错误进行定性和定量分析的结果支持了假设（1），（2）和（4），因为对于所研究的样本，语际干扰确实带来了许多困难，并且学习者的语际错误确实增加了而他们的语言错误随着学习水平的提高而增加。假设（3）部分得到证实，因为动词最多，词序最少，但文章和介词的难易程度差别不大。对于被调查的中国ESL学生，上述结果表明：（1）先验对比分析证明对定位和解释问题区域很有用。客观语言困难现象是真实的，必须在第二语言学习理论中加以认识。 （2）后验误差分析提供了用于验证对比分析的数据，并通过揭示未预测到的误差对其进行了补充。为了更好地理解和更有效地处理第二语言学习中的困难，必须共同考虑并采用对比分析和错误分析。 （3）清楚的语言间和语言内错误表明，母语学习，过度概括和简化规则是所采用的学习策略。 （4）个体和群体的中介语都有差异。中介语的系统性在于语言产物中语言间和语内错误的反复出现。虽然收集的数据确实支持提出的主要假设，但应根据严格定义的总体以及所用的较小样本来解释结果。这些发现尽管普遍性有限，但具有实际意义，值得进一步研究。为了进行进一步的研究，建议更大规模地并使用推论统计量的研究小组建议对此研究进行重复。总的来说，在不同的学习环境和情况下，更广泛，更广泛，包含更多类型，类型相关和不相关语言的对比性错误分析研究是可取的，这样更多的基于数据的累积证据将为基础知识的发展铺平道路。实用的第二语言学与教理论，这是当前应用语言学研究的关注和重点。

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  • 作者

    SEAH, HONG GHEE.;

  • 作者单位

    Simon Fraser University (Canada).;

  • 授予单位 Simon Fraser University (Canada).;
  • 学科 Language Linguistics.
  • 学位 Ph.D.
  • 年度 1981
  • 页码
  • 总页数
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;
  • 关键词

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