毕业论文（设计）开题报告 (87).doc

云南民族大学外国语学院英语专业本科学生毕业论文开题报告书题 目Research on the Syntax Differences between Lahu Language and English 拉祜语和英语的句法差异对比 姓 名 李江玲 班 级 2013级英语三班 学 号 201308401332 指导教师 李爱凌 2016年 12月 1日论文题目 (Title)Research on the Syntax Differences between Lahu Language and English拉祜语和英语的句法差异对比中心论点(Thesis Statement) ： 母语的迁移作用对于语言学习者有很大的影响，在外语的学习中，那些与母语不同的地方对于学习者来说往往是难点。句法是研究句子的组成部分和它们的排列顺序，句法研究的对象是句子。本论文主要通过拉祜语和英语句法上的对比，利用语言迁移理论阐述拉祜语对英语学习的正迁移和负迁移作用，通过对比两种语言句型上的差异，希望拉祜族学生在学习中学会适当利用母语的优势进行英语学习，同时尽量减小母语对英语学习的负迁移作用。The role of mother tongue transfer has a great impact on language learners, and in foreign language learning, those different from native language are often difficult for learners. Syntax is the study of the components of the sentence and their order of arrangement, the object of the study is sentence. This paper will compare the syntax differences of Lahu language and English on the basis of the theories of positive transfer and negative transfer, in the hope that Lahu students will learn to take advantage of their mother tongue to learn English, while minimizing the negative transfer of mother tongue in English learning.本研究目的和意义: 研究目的：语言迁移是语言学习中一个不可避免的现象，就拉祜族地区的拉祜族学生而言，母语为拉祜语，汉语实际上是第二语言，因此，英语为第三语言，拉祜族学生在英语学习的过程中，母语或是汉语或多或少都会对英语学习产生负迁移的影响，本文通过对比研究二者的差异来减少或阻止拉祜语对英语学习的负迁移。Language transfer is an inevitable phenomenon in language learning. For Lahu students in the Lahu areas, their mother tongue is Lahu and the Chinese is actually the second language. Therefore, English is the third language. In the process of learning English, mother tongue (Lahu language) or Chinese language will have negative effects more or less .This paper attempts to find the differences on the syntax between Lahu and English so as to reduce or to prevent the negative transfer .研究意义：本文所做的研究是从句法差异上来对比英语和拉祜语，主要突出两种语言在句法上的不同，这些不同的很可能是拉祜族学生学习英语的难点，通过句法对比希望对拉祜族学生在学习英语的过程中有帮助，提高英语的学习能力。本文所研究的拉祜语是澜沧拉祜族自治县的拉祜语，虽然整个拉祜族存在多种不同的拉祜语方言，但各方言之间的语法差异较小。 In this study, the differences between English and Lahu are distinguished from the syntactic differences, mainly highlighting the syntactic differences between the two languages. These differences are likely to be the difficulties of Lahu students in learning English. The syntactic contrast will be of great help to Lahu students English learning and improve their English learning ability. The Lahu language studied in this paper is the Lahu language of the Lahu Autonomous County. Although there are many differences of Lahu dialects, the grammatical differences among the dialects are small.本研究的理论意义（国内外文献综述）:The theoretical significance of this study (domestic and foreign literature review):1.国内外关于语言迁移的研究 1.1国外研究概况：20世纪70年代中后期，以Kelleman为代表的研究者从认知心理学的角度对语言迁移进行了一系列的研究，更加突出并强调了语言迁移在二语习得领域中的地位。Lado 提出了比较分析假设（CHA）:外语学习中，对于语言学习者来说，那些和母语相近的语言成分学起来会容易，那些和母语不同的起来会难。Rod Ellis 在Understanding Second Language Acquisition（第二语言习得概论）中阐述道：“学习者的母语是二语习得中一个重要的决定因素，母语是一个知识源，学习者会有意无意地借助它来筛选外语，母语可能以完全不同的方式作用于学习。”除此之外，根据著名语言学家H.H.Stern(1983)所做的第二语言和外语的理论分析，汉语对于拉祜族学生来说属于第二语言而英语对于汉族和拉祜族学生来说都属于外语。对拉祜语的学生来说他们在学习英语时就可能受到本民族语和汉语的双重影响。在学习中会碰到与汉族学生不同的困难，出现与汉族学生不同的语言错误。1.1 Foreign studies：In the late 1970s, researchers like Kelleman have carried out a series of studies on language transfer from the perspective of cognitive psychology, and have highlighted and emphasized the role of language transfer in the field of second language acquisition. Lado puts forward the comparative analysis hypothesis (CHA): In foreign language learning, for language learners, those language components that are close to the mother tongue will be learned more easily, and those different from their mother tongue will be more difficult. Rod Ellis explains in Understanding Second Language Acquisition, "The learner's mother tongue is an important determinant of SLA, and mother tongue is a source of knowledge, and the learner intentionally or unintentionally . In addition, according to the theoretical analysis of the second language and foreign language by the famous linguist H.H.Stern (1983), Chinese can be used by Lahu minority students in a completely different way when they are learning a foreign language. For Lahu students, they may be affected by both the native language and the Chinese language while learning English. The difficulties they encounter may differ from those Chinese students do. Likewise, Lahu students may also make different mistake in English learning from. 1.2国内研究国内的众多研究者通过系列研究，也证实写作中正负母语迁移现象的客观存在。国内也有不少专门针对母语负迁移的研究。刘东虹（2002）研究发现中国大学生在二语学习中除了词性混用、用词不当、拼写错误等五种类型的错误以外其余 16种错误都是母语负迁移的结果。葛丽莲从对比分析和错误分析理论出发，总结了其中反映出的母语负迁移现象。张香君（2010）在论成人英语学习中的母语负迁移问题一文中从语言知识角度对母语负迁移产生的原因进行了分析。陈红梅（2006）在文化负迁移与大学英语教学中提出：不同文化的人们由于生活方式，思维方式，价值观念，文化规范等方面存在巨大差异，文化负迁移的现象时有发生。Domestic study: Through a series of researches, many researchers in China have confirmed the objective existence of positive and negative mother tongue transfer. There are also many researches on the negative transfer of native language. Liu Donghong (2002) found that there are 16 kinds of errors as the result of negative transfer of mother tongue apart from part of speech mix, misuse of words, spelling errors etc. Based on the contrastive analysis and error analysis theory, the author summarizes the phenomenon of negative transfer of mother tongue. Zhang Xiangjun (2010) analyzes the causes of the negative transfer of mother tongue from the perspective of linguistic knowledge in the article "On the Negative Transfer of Mother Tongue in Adult English Learning". Chen Hongmei (2006) put forward in The negative transfer of culture and college English teaching, “people from different culture, due to the differences on lifestyle, the way of thinking, values, cultural norms, will often experience cultural negative transfer.本研究的问题、理论、方法和视角：问题:拉祜语和英语的句法差异有哪几类？句法差异体现在哪些具体方面？拉祜语是如何对英语产生负迁移的？Questions: What are the syntactic differences between Lahu and English? What are the specific aspects of the syntactic differences? How does the Lahu language negatively affect English?理论：母语迁移，负迁移的影响。Theory: the transfer of the native language, the negative transfer.方法：调查法、文献研究法Methodology: survey method, literature study 视角：从语言负迁移角度，对比分析拉祜语和英语句子结构差异。Perspective: To analyze the Syntax Differences between Lahu Language and English from the perspective of negative language transfer本研究的主要观点和重难点:主要观点：句法迁移对语言表达有重要影响，严重影响语言表述和意义表达。发现拉祜语和英语的句法差异可以发现拉祜语对英语的负迁移特点，能帮助拉祜语英语学习者更加有效地控制负迁移对英语句法表达的影响。Syntactic transfer has a significant impact on language expression, seriously affecting the language expression and meaning of expression. To find the syntactic differences between Lahu and English can reveal the negative transfer characteristics of Lahu to English and help Lahu English learners more effectively control the negative transfer effect on English syntactic expression.重点：本研究重点在于运用迁移理论，分析拉祜语如何在英语的学习中起到迁移作用。This study stresses the application of the language transfer theory and illustrates how the Lahu language transfer happens in the process of English learning.难点：拉祜语句法语料搜集拉祜语和英语句法特点对比及分析Collection of Lahu language materials Comparison and Analysis of the Syntactic Features between Lahu and English详细提纲 (Detailed Outline): 1. 引言1.1 本研究的背景1.2 本研究的目的和意义所在1.3拉祜族聚居地区当前英语教育现状2. 理论依据2.1 迁移的影响2.2 句法的重要性2.3拉祜语的正负迁移对英语的学习的影响2.3.1拉祜语的正迁移对英语学习的影响2.3.2拉祜语的负迁移对英语学习的影响3.拉祜语和英语句法差异对比3.1三大基本句型对比 3.1.1主+谓+宾 3.1.2主+ 双宾+间接宾语+直接宾语 3.1.3主+谓3.2句型中词汇位置的差异 3.2.1名词 3.2.2形容词 3.2.3助词 3.3特殊句式 3.3.1倒装句 3.3.2疑问句4. 总结4.1本研究主要发现4.2对教师的教学建议Detailed Outline: 1. Introduction1.1 Research Background1.2 Aims and Significance of the Study1.3 Current Situation of English Education in the Lahu Areas2. Related Theories 2.1 The influence of language transfer 2.2 The Importance of Syntax2.3 The positive and negative transfer of Lahu language on English learning2.3.1 The positive transfer 2.3.2 The negative transfer3. Syntactic contrast 3.1 The differences of three basic structures    3.1.1 main + predicate + bin   3.1.2 main + double object + indirect object + direct object   3.1.3 Primary + Predicate3.2 The differences of lexical position in sentences    3.2.1 Nouns   3.2.2 Adjectives   3.2.3 Particles3.3 Special Sentence Patterns in Lahu language    3.3.1 Inverted sentences   3.3.2 Interrogative sentences4. Conclusion 4 .1 Major Findings4.2 Suggestions for Further Study写作进程 (Schedule):2016/9/29-10/7 确定论文方向，导师沟通，开始搜集资料；2016/10/10-10/25 确定题目，搜集资料，完成开题报告；2016/11/1-11/20 第一章和第二章2016/11/25-12/10 第三章2016/12/15-/12/30完成第四章2017/1/1-1/10 交初稿，与导师修改初稿2016/9/29-10/7 The main direction of study has been determined and consult with tutor.2016/10/10-10/25 The title of study has been made and began to search the data to finish the proposal.2016/11/1-11/20 Finish the Chapter One and Chapter Two. 2016/11/25-12/10 Finish the Chapter Three. 2016/12/15-12/30 Finish the Chapter Four.2017/1/1-1/10 Hand in the first draft. 参考书目(References）： 1Bialystok E. The structure of age in search of barriers to second language acquisition.J second language research.1997. 2Bernard Spolsky. Condition for second language learningM.ShangHai foreign language education press,2000. 3HEIDI BYRNES. The Study of Second Language Acquisition. by ELLIS, RODJ. The Modern Language Journal,2010,943. 4Lado Robert. Linguistics Across culturesM.Ann Arbor: University of Michigan Press,1957. 5Margaret Thomas. The study of second language acquisitionJ. Studies in Second Language Acquisition,1995,174. 6Richards. A Non-contrastive approach to error analysis,J English language teaching journal,1971. 7李春风. 邦朵拉祜语参考语法D.中央民族大学,2012.8李海英,李强,陶瑞萱. 拉祜族英语学习中的语言迁移J.昆明理工大学学报(社会科学版),2009,02.9周玲. 浅析母语负迁移对英语学习的影响J.安徽农业大学学报(社会科学版),2003. 10张毅敏. 拉祜族学生母语思维方式对英语学习迁移的研究J.时代教育,2013. 11张道真. 实用英语语法M.北京外语教学与研究出版社，1995.指导教师意见：李江玲同学的开题报告书写工作已完成，同意开题。通过在开题报告书写之前与老师主动商讨论文的写作和研究方法，该同学已基本掌握和了解了论文写作的基本原则和实证调查研究方法。在开题报告书写时，该同学已开始一部分研究和分析工作，对语料已进行收集并分析出拉祜语和英语的一部分基本句法差异，对相关术语已有所了解，对论文写作要求也有了一定把握。此外，该同学自进入论文写作状态起，积极认真地学习研究方法，阅读相关文献，并能提出自己的理解和想法，和老师对论文题目进行讨论。该同学的学习态度值得赞许。希望在后续的论文写作过程中，该同学能继续保持这种积极认真的学习态度，将研究内容继续深入，高效高质量地完成论文写作。指导教师签名： 2016 年 12 月 指导小组意见负责人签名：年 月 日学院意见负责人签名：盖章：年 月 日