初中生英语写作中的介词使用错误研究

A Study on the Misuse of Prepositions in English Writing among Junior High School Students

摘要: 本研究基于Corder错误分析理论，聚焦初中生英语写作中的介词使用错误现象，通过实证分析万州某中学60例典型错误语料，系统考察母语迁移对二语语法习得的影响机制。通过对初中生英语写作样本的收集与分析，系统梳理了介词错误的主要类型，研究发现：初中学习者存在介词遗漏、介词误用以及介词冗余等典型错误。并从母语干扰、目的语知识不足、文化差异及学习策略不当等角度剖析了错误产生的原因。基于此，本研究构建了包含认知重构、语境强化、记忆巩固和应用迁移的四维干预模型，旨在为初中英语介词教学提供针对性的解决方案。

Abstract: This study is based on Corder’s Error Analysis theory and focuses on the phenomenon of preposition errors in the English writing of junior high school students. By empirically analyzing 60 typical error samples from a middle school in Wanzhou, it systematically examines the impact mechanism of L1 transfer on the acquisition of L2 grammar. Through the collection and analysis of English writing samples from junior high school students, the main types of preposition errors were systema- tically categorized. The study found that junior high school learners typically exhibit errors such as omission of prepositions, misuse of prepositions, and redundancy of prepositions. The causes of these errors were analyzed from perspectives such as L1 interference, insufficient target language knowledge, cultural differences, and improper learning strategies. Based on these findings, this study constructs a four-dimensional intervention model that includes cognitive restructuring, context reinforcement, memory consolidation, and application transfer, aiming to provide targeted solutions for junior high school English preposition teaching.