1、20XX 年度本科生毕业论文（设计） 显性隐性视角下中学生作文偏误分析 院 系： 外国语学院 专 业： 英 语 年 级： XXXX 学生姓名： XXXX 学 号： XXXX 导师及职称： XXX（讲师） 20XXX 年 X 月 20XX Annual Graduation Thesis (Project) of the College Undergraduate An Error Analysis in Chinese Secondary school Students English Writing from the Perspective of Explicity and Implicit
2、y Department: College of Foreign Languages Major: English Grade: 2011 Student Name: Xi Ruixiong Student No.: 20XXXX060010 Tutor: Professor Yang jian Finished by May, 20XX 毕业论文（设计）原创性声明 本人所呈交的毕业论文（设计）是我在导师的指导下进行的研究工作及取 得的研究成果。据我所知，除文中已经注明引用的内容外，本论文（设计）不包 含其他个人已经发表或撰写过的研究成果。对本论文（设计）的研究做出重要贡 献的个人和集体，均已
3、在文中作了明确说明并表示谢意。 作者签名： 日期： 毕业论文（设计）授权使用说明 本论文（设计）作者完全了解 XX 学院有关保留、使用毕业论文（设计）的 规定，学校有权保留论文（设计）并向相关部门送交论文（设计）的电子版和纸 质版。有权将论文（设计）用于非赢利目的的少量复制并允许论文（设计）进入 学校图书馆被查阅。学校可以公布论文（设计）的全部或部分内容。保密的论文 （设计）在解密后适用本规定。 作者签名： 指导教师签名： 日期： 日期： X XXXXX 毕业论文（设计）答辩委员会毕业论文（设计）答辩委员会( (答辩小组答辩小组) )成员名单成员名单 姓名 职称 单位 备注 主席（组长） XX
4、 学院本科毕业论文（设计） 摘 要 目前在我国，对于许多中学生来说英语写作的问题不止是语法问题，更重要 的是从文章的结构安排到语言的遣词造句都摆脱不了母语文化思维模式、 表达方 式的影响。 汉语是意合性的语言， 是隐性的， 而英语是形合性的语言， 是显性的。 受显性隐性不同表达方式的影响，中英文在谓语动词、时态表达及比较意义等方 面有明显区别。本文探讨了在隐性显性视角下，中英文在谓语动词、时态及比较 意义等方面的不同之处，并从马树中学收集了大量学生的作文语料，通过对比分 析，发现这些作文中的谓语、时态、比较级、介词、语序和代词等方面的错误都 受到了显性隐性的影响。 本文从思维及表达方式的角度给
5、出了避免这些错误的建 议，希望能起到抛砖引玉的作用。 关键词关键词：显性隐性;中学生作文;偏误分析 XX 学院本科毕业论文（设计） ABSTRACT Many students in our country made some grammatical mistakes in their English writing, and the passage structure and sentence features of their writing has been influenced by Chinese ideology and sentence characteristics. Chin
6、ese is a kind of parataxis language and there are some implicit points in Chinese. However, English is a kind of hypotaxis language. Contrast study English and Chinese, there are some explicit points in English. English are different with Chinese in the predicate, tense, comparative degree conspicuo
7、usly. This paper discussed the difference of predicate, tense, comparative degree between English and Chinese from the perspective of explicity and implicity. Many examples of this paper did come from class eighty, Mashu junior middle school. Though contrast study these short passages, there are som
8、e different points in English and Chinese, such as the word order and the usage of predicate, tense, comparative degree, prepositions in students writing has been influenced by Chineses implicity usage habit. This paper provides some advice from the perspective of ideology and expression habit to av
9、oid those errors. And hoping this thesis would have the function of making some introductory remakes to set the ball rolling. Key words; Explicity and implicity; Secondary school students English writing; Error analysis. XX 学院本科毕业论文（设计） TABLE OF CONTTENTS Page 1 INTRODUCTION 1 2 LITERATURE REVIEW 3
10、2.1 Home and Abroad Research in Error Analysis from the Perspective of Explicity and Implicity . 3 2.1.1 Abroad research 3 2.1.2 Home research 5 2.2 Contrast analysis . 6 3 THE CONCEPT OF EXPLICIT AND IMPLICIT IN LINGUISTICS 7 4 ANALYSES ON THE WRITING FROM THE PERSPECTIVE OF IMPLICIT AND EXPLICIT 8
11、 4.1 Research Methods . 8 4.1.1 Comparison method 8 4.1.2 Analytical approach 8 4.1.3 Data analysis . 9 4.2 errors in students compositions 10 4.2.1 The error of predicate 10 4.2.2 The errors of time and tense expression 13 4.2.3 The Error of Words Order. 15 4.2.4 The Error of Prepositions Usage. .
12、16 4.2.5 The Error of Comparative Structure . 17 4.3 Suggestions . 18 APPENDICES . 23 ACKNOWLEDGEMENTS . 24 XX 学院本科毕业论文（设计） 1 1 INTRODUCTION Many Chinese think English is important for them, so they get interested in English learning. In junior middle school education, English is one of the most imp
13、ortant subjects. At same class every student is different. Some students study English very well, but other student need to spend more time improving their English. How to study English efficiently has been widely discussed. When we are using English, we may made some errors or mistake in English se
14、ntence, because English isnt our native language. When we made errors or mistakes, we had better correct those errors or mistakes immediately. So error analysis is important for English leaning. There are many theses on error analysis. But there arent many theses from the perspective of explicity an
15、d implicity to compare English syntax with Chinese syntax. Explicity and implicity is used to compare two different kind of language, but from this perspective this research would be much more systematically. At home some linguists and scholar also have studied English and Chinese contrasted. At pre
16、sent, few scholars have researched from the perspective of explicity and implicity to analyze two different languages. The following are some present researches. Cai jigang had compared English with Chinese. English is more explicit than Chinese in some aspects, such as predicate, tense and comparat
17、ive degree. Other scholars like Zhou Guohui and Wang Xiangdong discussed English more explicity than Chinese from predicate. They compared some Chinese sentences with English sentence. This theory of this paper is explicity and implicity perspective. But there is something new in this paper. Using t
18、his perspective not only English and Chineses predicate, time and comparative degree, but also the usage of pronoun, preposition and words order can be contrasted. May be other different point in English and Chinese also can use this perspective to analyze. The content of this paper is include predi
19、cate, time, comparative, preposition and words order. By the way this paper is 1 INTRODUCTION 2 connected with some sentence that from Ma Shu junior middle school students English writing. Chapter four is analysis part; it includes error description, example sentences and analysis of the error. Anal
20、ysis of the error includes point out the error analyze why the error has been made, and present right one sentence. At the beginning part are some approaches of this study. Data analysis reflects some error, and those errors are related to explicity and implicity perspective in error analysis. But i
21、t doesnt means that all those errors can use this perspective to study. The conclusions of this paper, first of all English and Chinese have many different characteristics. Explicity and implicity perspective as a kind of contrast study. It can be used to compare some features of English and Chinese
22、. Second this perspective has its limitations, for example this perspective cant be used to analyze some other errors. And it cant explain for those errors in detail, if you wanted to learn more about English, you might need to learn English itself. At present few scholars have researched it, and mo
23、re findings of explicit and implicit perspective need other scholar to find. XX 学院本科毕业论文（设计） 3 2 LITERATURE REVIEW 2.1 Home and Abroad Research in Error Analysis from the Perspective of Explicity and Implicity 2.1.1 Abroad research Abroad researches are more mature than home researches on this field
24、 of writing theory. It was derived from many academic groups, each group advocated their opinions. But so far there few linguists studied implicit and explicit research errors in Chinese students writing. Abroad research has defined error. Rod Ellis (1999) pointed out that “error is a deviation form
25、s the norms of the target language”. It means that error is the learner misunderstanding the target language, in that the error is often taken place in grammatical or in pragmatics. James Carl (2001) pointed out four aspects to evaluate error in language grammar, acceptability, correctness, strangen
26、ess and infelicity. There are two kinds of deviation that is, error and mistake. Pit Corder (1967) has distinguished error from mistake. Error is due to the learner not mastering the internalization rule of target language. The learner deviates standard of target language. Mistake is not accounting
27、for the learner not mastering target language, but when the learner uses target language, he makes mistakes because he is infected by memory, physical, and psychological factors. In a word, error derives form cognition, but mistake derives from negligence. And Cordor (1971) The Significance of Learn
28、ers Error classified error into “error of competence” and “error of performance” in his papers, error of competence includes “intralingua error” and “interlingua error”. At present, there are two kinds of error category, linguistic category taxonomy and surface structure taxonomy. Linguistic categor
29、y taxonomy is error that appeared in the learner using the language according to the linguistic characteristic. Richards (2001) categorized the error into predicate using, times, tense in verb and participle form, preposition using, article using, the structure of interrogative and other errors. 2 L
30、ITERATURE REVIEW 4 Surface structure taxonomy is learners sentence structure and target languages structure according to the deviation. Dulay et al. (1982) categorized the error into omission and addition, formation inappropriate, the error of ordering; James (2001) added blends. Corder (1974) point
31、s out the methodologies and procedures of error analysis, collecting material, distinct error and mistake, descript the error, explain the error, and evaluate the error. Different linguists categorize errors into different types. Corder (1971) categorized errors into pre-systematic errors, systemati
32、c errors and post-systematic errors. Pre-systematic errors means the learners made such errors because they study this language at primary stage, and they dont know how to correct the errors, and dont know how to explain these errors. Systematic errors mean learners know the grammar rule exists, and
33、 the learners made a false hypothesis. These errors often appeared in learners Interlingua, it reflect the system of Interlingua. Post-systematic errors means the learners know how to correct the errors they made, and could explain the reasons of these errors. Those errors were made due to their car
34、elessness. Richards (1971) categorized errors into inter-lingual error and intra-lingual. Inter-lingual error means the learners in the primary stage; they lack of target languages knowledge. Therefore, when they use the target language, they would depend on their mother tongue. In this stage, some
35、mother tongue negative-transformation might appear. Intra-lingual error means the learners have mastered some knowledge of target language and they may use the method of analogy to learn target language. These errors they made because of its complex grammar rules. Dulay, Burt and Krashen (1982) anal
36、yze it from the perspective of evaluation, and the errors that bring the affections into communication. They categorized errors into global errors and local errors. Local error includes wrong words used, such as wrong used nouns, adverbs, prepositions and so on. Global error includes incomplete sent
37、ence, words order and so on. Dulay, Burt and Krashen (1974) classified errors into addition, omission, XX 学院本科毕业论文（设计） 5 inappropriate replace, and wrong words order from the perspective of the means of error produced. The research on language is basic for language learning and teaching because of t
38、he different cultures and the different languages. English and Chinese have plenty of differences. You can use many different languages to describe the same thing. But each language has its own form, pronunciation, grammar structure, and culture background. American linguist Michael Halliday has foc
39、used on English and Chinese study, which depended on his “contrasts theoretical categories with descriptive and the categories set up in the description of particular languages”. He argues that Chinese mainly conjunct by “parataxis” methods rather than conjunction words. As for the form, Chinese ada
40、pt to the parts of a sentence and the sentence with the context is connected by semantics. While modern English discourse form is clear, English is a hypostasis language. 2.1.2 Home research Domestic research becomes more and more in Chinese and English syntax contrast study. Cai JiGang in his A con
41、trastive Study of Writing it enriched the material of language research. In 1970s, American linguist Chomsky and Ellis had criticized behavioral psychology. They thought “stimulus-response” cant explain for language learning process. And they doubted “difference means difficult” and “difficult means
42、 error”. “Mother tongue negative transfer bring into errors is not more tan 50 percent” (Ellis, 1985). Later, error researches find that a great portion of errors is taken place because target language itself changeable, rather than mother tongue transfer. Although contrast study has been criticized
43、, it still has something worthy of paying attention to. Some Chinese students learning English are influenced by Chinese. Especially in junior middle school education, if teacher can compare English with Chinese and find some difference in English and Chinese in English class,it would help students
44、learn English. It is also a good thing. The predicate function of Contrast analysis has been suspected. But it can help teacher to learn students difficulty, and study the error caused by mother tongue interference. And it is useful for teacher to help students solve problems. Teacher also can use c
45、ontrast analysis to introduce foreign culture to students. XX 学院本科毕业论文（设计） 7 3 THE CONCEPT OF EXPLICIT AND IMPLICIT IN LINGUISTICS Explicity and implicity are biological term; it is a contrast study of two animals in the same species. In order to let English study become more convenient, some Chines
46、e scholars introduced this concept into English learning. In recent years, some domestic linguists and scholars argued that in an English sentence, it must with a predicate. The comparative structure, time or tense in English is specific. While in some Chinese sentences, the predicate is missing or
47、the predicate is not verb but noun or adjective or other words. Comparative structure, time or tense in Chinese sentence is not as specific as English. So English is a sort of explicit language, Chinese is an implicit language. “English lays emphasis on sentences form, either the expressions of acti
48、on meaning or the expressions of comparative meaning are expressed by the words form exchange, so English is a kind of explicit language. However, Chinese lay stress on the meaning of sentence rather than the form. In Chinese, the meaning expressed differently but the words form still unchanged. At
49、the same time,Chinese is a kind of explicit language. In other words Chinese expressing its meaning does not rely on grammatical form change but relies on word order or the context of this sentence.” A Contrastive Study of Writing he gave some examples, but the sentence only contains an error in a sentence. For example, it only missed a linking verb “be”. In our writings, we often make more complex errors in a sentenc
