论文题目：基于中介语理论的中国大学生英语写作中并列连词but的偏误分析
摘要：并列连词“but”对写作的连贯有重要作用。与汉语不同,英语为形态语言,主要通过语法手段实现写作中的衔接连贯。这种差异导致英语学习者在写作中,因为汉语的写作习惯而错误地使用并列连词,造成并列连词的使用偏误。本研究基于中介语理论,结合中国学习者英语语料库中“but”的100条偏误例句和问卷调查,分析中国大学生英语写作中并列连词“but”的不同类型偏误和原因,并提出相关对策。研究结果表明:（1）中国大学生英语写作中并列连词“but”的偏误有三种类型:“but”缺省、“but”增添和“but”误代。“but”缺省可进一步分为两分句之间的缺省和两整句之间的缺省;“but”增添可进一步分为“although/though...but...”结构中的增添、状语从句主句中“but”的增添、意义重复和无必要使用;“but”误代可进一步分为“but”与“and”误代、“but”与“however”误代、“but”与“while”误代和“but”与其他连词误代。（2）中国大学生英语写作中并列连词“but”的偏误原因有四点:一是语际迁移,包括母语负迁移和思维模式不同;二是语内迁移,包括过度泛化和忽略规则;三是学习策略;四是训练迁移。（3）可采取相关对策针对“but”的偏误,如引起学生对英汉差异的关注、提供充足和正确的英语输入、激发学生主动学习的积极性、教师必须提供清晰详细的解释等。本研究丰富了二语习得领域并列连词偏误的研究:在学生学习方面,可帮助减少写作中衔接连贯的偏误,进而促进英语学习者写作衔接与连贯手段的学习;在教学方面,教师应让学生意识到正确使用“but”的重要性,并在教学中应让学生关注到写作中“but”的缺省、增添和误代等问题对语篇衔接连贯的影响。
关键词：并列连词“but”;中国大学生英语写作偏误;中介语理论;原因及对策
学科专业：外国语言学及应用语言学
ABSTRACT
摘要
Chapter One Introduction
1.1 Rationale
1.2 The Objective of the Thesis
1.3 The Organization of the Thesis
Chapter Two Literature Review
2.1 Previous Studies of Error Analysis on EFL Writing
2.1.1 Error Analysis on EFL Writing at Home
2.1.2 Error Analysis on EFL Writing Abroad
2.2 Previous Studies on but
2.2.1 Studies on but at Home
2.2.2 Studies on but Abroad
2.3 Summary
Chapter Three Theoretical Framework
3.1 Development of Interlanguage Theory
3.2 Core Concepts of Interlanguage Theory
Chapter Four Error Analysis of but Based on Interlanguage Theory
4.1 Research Procedure
4.2 Error Types of but
4.2.1 But Omission
4.2.1.1 But Omission between Two Clauses
4.2.1.2 But Omission between Two Sentences
4.2.2 But Addition
4.2.2.1 But Addition in although/though...but...
4.2.2.2 But Addition in Main Clause
4.2.2.3 Meaning Repetition
4.2.2.4 Unnecessary Use
4.2.3 But Misformation
4.2.3.1 But Misformation with and
4.2.3.2 But Misformation with however
4.2.3.3 But Misformation with while
4.2.3.4 But Misformation with Other Conjunctions
4.3 Causes of but Errors Based on Interlanguage Theory
4.3.1 Inter-lingual Transfer
4.3.1.1 Negative Transfer
4.3.1.2 Differences in Thinking Patterns
4.3.2 Intra-lingual Transfer
4.3.2.1 Overgeneralization
4.3.2.2 Ignorance of Rules
4.3.3 Strategies of Second Language Learning
4.3.4 Transfer of Training
4.4 Countermeasures to but Errors in EFL Writing Based on Interlanguage Theory
4.4.1 Arousing Students’Attention towards Differences between English and Chinese
4.4.2 Providing Sufficient and Correct English Input
4.4.3 Promoting Students’Motivation
4.4.4 Providing Clear and Detailed Explanations
Chapter Five Conclusion
5.1 Major Findings
5.2 Limitations and Suggestions for Further Study
Bibliography
Appendix A
Appendix B
Acknowledgement