英语作文第三人称单数一般现在时错误分析(1)(2)
2017-08-08 01:50
导读：In China, students, especially middle school students, learn English as second language. But for many reasons, they cannot learn English as good as their native language. They’ll make all kinds of e
In China, students, especially middle school students, learn English as second language. But for many reasons, they cannot learn English as good as their native language. They’ll make all kinds of errors on writing, speaking and so on. Through one and a half months teaching practice in Xiang’an No.1 Middle School, the author lived through the real teaching process and found that there were lots of problems in students’ English writing. As follows, the author will present the principal aspects of the third person present tense errors in their writings by tables.
1.2 Basic train of thought
2. Study design
2 .1 Studying the problems
This study mainly discusses “the error usages of the single third person present tense in Senior 1 English writing”. The errors and the reasons of the errors are analyzed according to the tables made from the collection of language materials.
2.2. The source and collection of language materials
These materials of study come from senior 1 class3 and 4 some students’ English writings in Xiamen Xiang’an No.1 Middle School .The head-teacher of class 4, which is the author’s teaching practice class, set a writing for them once a week to train their writing ability .The word numbers are not required. The given topics are “A Woman Inspires Me”, “My English Teacher”, “Supplementary Writing of ‘The Necklace’”, “What do You Think about Animal Experiments” and “Is It Good or Bad for Students to do a Lot of Homework?” For some students didn’t finish all the writings and also didn’t hand in, so all the collections are 228 pieces of writings from 52 students. We will use them as the language materials of this study. The author has numbered all of them.
2.3. The analyses of these language materials
The analyses can be divided into three stages. First stage, the author collected the materials from students and analyzed them one by one. Because these writings were corrected by the author during teaching practice in Xiang’an No1 Middle School, and the author has a general impression of them, so the main direction of this stage is to find out the wrong use of the single third person present tense, the right number of it and the total number.
（转载自http://zw.ＮＳＥaＣ.com科教作文网） Second stage, the author analyzed the wrong use of the single third person present tense and found out the reasons.
Expression errors refer to whether the expression of sentence is correct and has not grammar error and whether the expression conforms to the habit of English expression. Omitting “be” is that there should have been a “be” there, but it is omitted for some reasons. Consecutive predicates mean that a sentence has two main verbs without the conjunction.
Third stage, the author classified these errors according to the reasons, counted them up and made them into tables. Tables are arranged by the most errors they made to the least errors.
Table 1:From the tables above we can see clearly that the main problems are expression errors, subject-verb-is-not-in-agreement and tense errors. Among 52 students, there are 29(table 2) students who have expression errors. The reasons they make these kinds of errors are that: the discrepancy of English-Chinese mode thinking, the negative transfer of native language and the second language acquisition.
