初二学生英语写作介词错误分析与教学策略

An Analysis of Preposition Errors in English Writing by Grade 8 Students and Corresponding Teaching Strategies

摘要: 研究旨在探究初二学生英语写作中搭配错误、固定词组错误、介词少用和超用四类介词错误的分布规律、差异显著性及成因，并提出针对性教学策略。以重庆市万州区某重点中学120名初二学生“青少年烦恼”主题英语作文为研究对象，采用定量与定性相结合的语料库分析方法，基于桂诗春和杨慧中的介词错误分类体系进行系统研究。研究发现，四类介词错误总计135处，其中搭配错误占比41.5%，固定词组错误占比31.1%，显著高于介词少用占比18.5%与超用占比8.9%。卡方检验表明，四类错误发生频率存在极显著差异。最后基于研究结果，提出针对性教学策略。研究为初中英语介词教学提供了实证依据，验证了错误分类体系在青少年学习者语料中的适用性。

Abstract: This study aims to explore the significant differences in the distribution patterns and causes of four types of prepositional errors, namely, incorrect collocation, incorrect fixed phrases, underuse and overuse of prepositions, in the English writing of second-year junior high school students, and to propose targeted teaching strategies to address the troubles of 120 second-year junior high school students in a key middle school in Wanzhou District, Chongqing City Taking the thematic English composition as the research object, a corpus analysis method combining quantitative and qualitative approaches was adopted. Based on the prepositional error classification system of Gui Shichun and Yang Huizhong (2003), a systematic study was conducted. The research found that there were a total of 135 prepositional errors in the four types, among which collocation errors accounted for 41.5% and fixed phrase errors accounted for the same proportion 31.1%, significantly higher than the underuse of prepositions (18.5%) and overuse (8.9%). The chi-square test indicated that there were extremely significant differences in the occurrence frequencies of the four types of errors. Finally, based on the research results, targeted teaching strategies were proposed. This study provides empirical evidence for the teaching of prepositions in junior high school English, verifies the applicability of the error classification system in the corpus of adolescent learners.