从Tomato到Tomatos纠错策略研究
A Study on Error Correction Strategies for Changing “Tomato” to “Tomatos”
摘要: 本文基于i + 1输入理论，分析了名词的单复数使用错误的原因和类型，探讨了如何在i + 1输入理论的指导下对初中英语学习中名词的单复数使用错误进行纠错。通过对学习者语言水平的评估，设计略高于其现有水平的教学内容和练习，以帮助学生更好地掌握名词的单复数的用法及规则，减少错误发生。
Abstract: This paper, based on the i + 1 input theory, analyzes the causes and types of errors in the use of singular and plural nouns, and explores how to correct these errors in junior high school English learning under the guidance of the i + 1 input theory. By assessing learners’ language proficiency, teaching content and exercises that are slightly above their current level are designed to help students better grasp the usage and rules of singular and plural nouns, thereby reducing the occurrence of errors.
参考文献
|
[1]
|
Krashen, S.D. (1985) The Input Hypothesis: Theory and Implications. Longman, London.
|
|
[2]
|
Corder, S.P. (1967) The Significance of the Learner’s Errors. International Review of Applied Linguistics, 5, 12-15.
|
|
[3]
|
刘珣. 对外汉语教育学引论[M]. 北京: 北京语言大学出版社, 2000.
|
|
[4]
|
Pehrsson, R.S. and Robinson, H.A. (1985) The Semantic Organizer Approach to Writing and Reading Instruction. Aspen Publishers, Inc, Rockville.
|
|
[5]
|
戴炜栋, 牛强. 过渡语的石化现象及其教学启示[J]. 外语研究, 1999(2): 11-16.
|
|
[6]
|
Selinker, L. (1972) Interlanguage. International Review of Applied Linguistics in Language Teaching, 10, 209-231.
|