错误分析理论视角下初二写作中动词误用研究

A Study on Verb Misuses in English Writing of Second-Year Junior High School Students: From the Perspective of Error Analysis Theory

摘要: 本研究基于错误分析理论，以重庆市万州及周边三所不同层次中学初二年级共150篇课堂限时命题作文为研究对象，系统探讨初二学生英语写作中动词误用的类型特征、成因机制及教学启示。研究采用语料标注、量化统计与对比分析方法，发现：动词误用占语法错误总量的56.8%，核心表现为形态标记遗漏和时态误选。成因呈现“双轨驱动”：汉语孤立语特征引发语际迁移，导致系统性形态省略；语内规则过度泛化(如规则动词-ed向不规则形式扩展)主导误加错误，而教材输入偏差(如非谓语动词训练不足)进一步强化复杂结构误用。研究通过增设“不限时修改任务”区分“偏误”与“失误”，确认核心错误源于规则内化不全。研究揭示该学段学习者“形态敏感度低”与“规则内化不完善”的中介语特征，据此提出融合构式语法理念的基于英汉对比的显性教学、分层纠错反馈等优化策略，为初中英语动词教学与写作测评提供实证依据。

Abstract: Based on Error Analysis theory, this study systematically investigates the typological features, causative mechanisms, and pedagogical implications of verb misuse in English writing among eighth-grade students, utilizing a corpus of 150 timed in-class essays from four middle schools of varying proficiency levels in and around Wanzhou, Chongqing. Through corpus annotation, quantitative analysis, and comparative methods, the findings reveal that verb misuse accounts for 56.8% of grammatical errors, primarily manifesting as morphological marker omissions and tense selection errors. Causation demonstrates a “dual-track mechanism”: Interlingual transfer driven by Chinese’s isolating language features leads to systematic morphological omissions, while intralingual overgeneralization (e.g., extending regular verb-ed to irregular forms) dominates overextension errors. Biased textbook input (e.g., inadequate non-finite verb training) further compounds complex structure misuse. A follow-up untimed revision task was implemented to distinguish systematic “errors” from casual “mistakes”, confirming that the core issues stem from incomplete rule internalization. The study uncovers learners’ interlanguage features of low morphological sensitivity and incomplete rule internalization at this developmental stage. Consequently, it proposes optimized strategies including contrastive English-Chinese explicit instruction informed by Construction Grammar perspectives and tiered corrective feedback, providing empirical foundations for verb pedagogy and writing assessment in junior secondary English education.