摘 要: 对大学生在英语写作中所出现的常见错误进行略论,对改进大学英语写作教学,提高大学生英语写作能力具有重要意义;而培养学生的英语句子意识,强化造句能力,加强基本写作技能训练,加强不同文体的篇章写作技巧训练,读写结合,则是有效的训练方法。
关键词: 写作错误; 写作教学; 句子意识; 句型; 语篇
一、引言
随着我国改革开放步伐的加快和国际交往的日益频繁,英语在中外合作与交流过程中作为媒介手段和信息转换工具越来越显示出其重要性,越来越为社会各界所重视。同时,现代社会对高校毕业生英语口语和写作能力的要求越来越高。新修订的《大学英语教学大纲》规定:“大学英语教学的目的是:培养学生具有较强的阅读能力;一定的听、说、写、译的能力。”[1](P1)与旧大纲规定的“培养学生……具有初步的写作能力”相比,新大纲明显提高了对学生写作能力的要求。
然而,当前大学生的英语写作能力又如何呢?“一提到学生的作文,教师总能列出一大堆有关语言方面的问题:拼写错误、语法错误、句式单调、缺乏连贯、中心不突出、内容乏味等。”[2](P72)“学生写作的主要问题还是集中在写出正确的句子、使用恰当的词汇等方面,即基本写作技能问题。”[3](P32)一旦让学生“在规定的时间里写出一篇作文,他们就束手无策,落笔错误百出”。[4](P48)大学英语考试中心反馈的信息表明,全国重点院校98级2017年6月四级考试写作人均分为8.19;全国非重点院校98级2017年6月四级考试写作人均分为6.43。十多年来,无论是重点院校,还是非重点院校,大学英语四级考试写作人均分数始终未能突破及格分数线(9分)。“大学生的英语写作水平低下已是不争的事实。”[5](P36)略论写作教学中存在的问题和导致大学生写作能力低下的因素,研讨提高大学生英语写作水平的有效训练手段和教学措施,已成为当务之急。
二、大学生英语写作错误略论
笔者从事英语教学工作多年。从教学实践中收集的例子看,学生的写作错误主要表现在以下几个方面:
1.英语复用词汇知识薄弱
一些学者的探讨表明,英语表达(复用)词汇水平“是作用写作能力的一个关键因素。”[6](P36)英语水平低的学生,由于表达词汇能力较低,作文中常出现以下几种错误:
1)词性不分
I hope the new century would bring good lucky.
If you want to success,you must work hard.
2)同义词和近义词混淆
You look equally nice when you are in both clothes. Companies cost lots of money on advertisements every year.
3)词汇搭配不当
英语中词的搭配使用有别于汉语,受母语的作用,部分学生将中文的搭配转移到英文中,从而出现:
A.动宾搭配不当
By reading newspapers and magazines We know much knowledge.
We love our after-class activities because we take advantage from them.
B.动词和介词搭配不当
He was deprived from his freedom.
She was married with a rich man.
C.形容词和名词搭配不当
He has grown a beautiful youth.
There are many noise in the hall.
4)其他词法错误
I learned a lot of knowledge from them•
We will make a progress in our studies.
2.英语复用语法知识薄弱
汉语是意合型(parataxis)语言,文字无形态变化,只靠语序和虚词来表示各种语法联系。句与句之间重意合联接,断句不严格,结构松散。而英语则是形合型(hypotaxis)语言,有时态、语态、人称、数等多种形态变化。[7](P70)受母语的作用,学生很容易出现错用谓语动词、错用非谓语动词、主谓不一致、时态混乱、语态错误、漏词错误等现象。
1)错用谓语动词
He can speaks English very well.
If he will ask me, I shall stay.
2)错用非谓语动词
I do not remember to have seen him.
When we study English, we need read,write and speak time and again.
3)主谓不一致
Neither of the sentences are correct.
Many a father try to act out their dreams through their sons.
4)时态混乱
He asked me what I am doing.
He said that he will come tomorrow.
5)语态错误
I was often failed in the English exam.
Our study must have affected.
6)遗漏冠词、介词、连词等
He drank half glass of milk.
I play violin, but not piano.
She is always fond to teach.
Only you do more and more exercises and master perfect skill,...
3.英语复用语篇知识薄弱
有些学生写作时分段意识不强,要么一篇文章一段写下来,要么想什么时候分段就什么时候分段,随意性很大。不少学生议论或叙述无一定的中心,文章发展的思路不清晰,“段落内容缺乏统一性,层次混乱,信息的表达经常是跳跃式的,没有严密的逻辑联系”。[4](P49)还有些学生不会使用关联词,文章显得松散,层次之间连接不够紧密。例如:
1)并列连词连接的成分不对等,文章的统一性遭到破坏
(误)He was sympathetic,tolerant, and people respected him.
(正)He was sympathetic,tolerant, and respected by people,
2)突然改变句子的主语、时态、语态和语气,使句子的连贯性遭到破坏
(误)He arrived at London where his friends met him.(突然改变主语)
(正) He arrived at London where he was met by his friends.
(误)Come here and you must take your book with you.
(突然改变语气)
(正)Come here and take your book with you.
3)缺乏关联词
At first she didn’t want to go.Later, she changed her mind.(应在later之后加however)
This book is due tomorrow. I have to rush through it tonight.(应在第二个分句开头加Therefore)
4.汉式英语句
受汉语思维模式和文化的作用,学生在写作时造出大量的汉式句子和违背英美文化习俗的句子。例如:
Only when you do more and more exercises and，英语论文网站，英语论文 |
