基于语料库分析的高二英语读后续写介词使用偏误分析

An Analysis of Errors in Preposition Use in Senior Two English Continuation Writing Based on Corpus Analysis

摘要: 本研究以重庆万州区某中学高二学生为对象，分析其英语读后续写中的介词使用偏误特征。通过收集该校96名学生的192篇读后续写文本(含450例介词偏误)，基于表层策略分类框架，采用定量与定性结合方法进行系统研究。结果显示：误构偏误占比最高(70.0%)，主要表现为方位和时间介词选择错误；省略偏误占18.0%，以地点介词缺失为主；误加偏误占12.0%，集中于及物动词后冗余介词添加。成因分析表明，母语干扰、目标语负迁移及学习策略问题是主要影响因素：汉语介词系统的结构性差异导致语义映射偏差；英语规则过度泛化引发搭配错误；机械记忆策略造成搭配知识内化不足。该结果揭示了该校学生介词使用的系统性难点，为区域中学英语写作中的介词教学提供实证依据。

Abstract: This study focuses on the English prepositional errors in the English writing of high school sophomores at a school in Wanzhou, Chongqing. A total of 96 students’ 192 continuation writing texts (containing 450 instances of prepositional errors) were collected for analysis. Using a surface-level strategy classification framework, both quantitative and qualitative methods were employed for a comprehensive investigation. The results showed that errors in the construction of prepositional phrases were the most frequent (70.0%), primarily manifested in incorrect choice of locational and temporal prepositions. Omission errors accounted for 18.0%, predominantly involving the omission of locational prepositions. Addition errors made up 12.0%, mostly occurring with redundant prepositions after transitive verbs. The cause analysis revealed that native language interference, negative transfer from the target language, and learning strategy issues were the main contributing factors: structural differences between the Chinese prepositional system and English caused semantic mapping deviations; overgeneralization of English rules led to collocational errors; and mechanical memorization strategies resulted in insufficient internalization of collocational knowledge. These findings highlight the systematic challenges faced by students in using prepositions, providing empirical evidence for teaching prepositional usage in English writing at regional secondary schools.