在英语写作中,良好的句法能力能够帮助写作者清晰地组织写作思路,有效地传达信息,使文章更具逻辑性。但由于英汉语言间存在着诸多差异,加之高中生在汉语句法方面已形成较为成熟的思维模式,这种思维模式难免会对学生的英语写作造成一定...在英语写作中,良好的句法能力能够帮助写作者清晰地组织写作思路,有效地传达信息,使文章更具逻辑性。但由于英汉语言间存在着诸多差异,加之高中生在汉语句法方面已形成较为成熟的思维模式,这种思维模式难免会对学生的英语写作造成一定的影响,导致句法负迁移现象的出现。本文采用文本分析法,通过对万州某高中三年级学生的作文进行样本搜集与分析,列举了学生英语写作中出现最多的三个句法负迁移现象,并针对其提出了相应的改进策略。In English writing, good syntactic ability can help writers organize their writing ideas clearly, convey information effectively, and make their writing more logical. However, due to the many differences between the English and Chinese languages, coupled with the fact that senior high school students have formed a more mature thinking mode in Chinese syntax, this thinking mode will inevitably have some impact on students’ English writing, resulting in the emergence of the phenomenon of negative syntactic transfer. This paper adopts the text analysis method to collect and analyze the samples of grade three high school students’ compositions in Wanzhou and list the three most frequent negative syntactic transfer phenomena in students’ English writing, and proposes corresponding improvement strategies for them.展开更多
文摘在英语写作中,良好的句法能力能够帮助写作者清晰地组织写作思路,有效地传达信息,使文章更具逻辑性。但由于英汉语言间存在着诸多差异,加之高中生在汉语句法方面已形成较为成熟的思维模式,这种思维模式难免会对学生的英语写作造成一定的影响,导致句法负迁移现象的出现。本文采用文本分析法,通过对万州某高中三年级学生的作文进行样本搜集与分析,列举了学生英语写作中出现最多的三个句法负迁移现象,并针对其提出了相应的改进策略。In English writing, good syntactic ability can help writers organize their writing ideas clearly, convey information effectively, and make their writing more logical. However, due to the many differences between the English and Chinese languages, coupled with the fact that senior high school students have formed a more mature thinking mode in Chinese syntax, this thinking mode will inevitably have some impact on students’ English writing, resulting in the emergence of the phenomenon of negative syntactic transfer. This paper adopts the text analysis method to collect and analyze the samples of grade three high school students’ compositions in Wanzhou and list the three most frequent negative syntactic transfer phenomena in students’ English writing, and proposes corresponding improvement strategies for them.
