The Application of Contrastive Method in Teaching English Grammar of Compound Sentences【毕业论文+任务书+开题报告+文献综述】.Doc

1、 1 本科毕业论文 （ 20 届） 英语 The Application of Contrastive Method in Teaching English Grammar of Compound Sentences 2 外语学院学生毕业论文独创性声明 本人郑重声明：所呈交的毕业论文是本人在导师的认真指导下，独立进行研究工作所取得的研究成果。除文中已经注明引用的内容外，本论文不包含其它个人或集体已经发表的学术成果，也不包含为获得浙江万里学院或其它教育机构的学位证书而使用过的材料。对本人的研究做出重要贡献的个人和集体，均已在文中以声明方式表明。如本文涉及上述声明及任何知识产权纠纷，本人将承担一切

2、责任。 学生签名： _日期： _ 3 摘 要 在英语语法的学习中，对英语第二语言学习者来说复合句是一个难点，其主要原因有两点： 1.句子结构的复杂性； 2.容易与其它同类句型弄混淆。因此，在英语复合句的学习中，需要对同类句型之间进行对比分析，才能系统地学好英语复合句型的语法。然而，在很多语法研究和提供的学习书籍中，对英语复合句的对比研究与分析不 够全面，因此需要学习者自己总结。 本文借用对比语言学的理论以及前人对英语复合句的总结，比如黄南的三维立体英语语法，对英语复合句进行对比分析。通过横向和纵向的比较，分析三类从句各自的特点，之间的关系和运用时的注意点。在教学中达到让学生有能力系统地归纳和分

3、析英语复合句的句法和结构，并加以灵活，熟练，无误地运用。 关键词： 对比分析 英语结构 三维体系语法 三类从句 句法运用 4 Abstract In English grammatical learning, compound sentence is one of the difficulties confronting ESL learners, which mainly attributed to two factors: 1) complexity in structure; 2) easy confusion in association with other congeneric s

4、entences. Therefore, to learn English compound sentences well, it is necessary to make a contrastive study on congeneric compound sentences. However, in quite a few English grammar researches and instruction materials, there is a lack of integrated analysis and study in this field, which requires le

5、arners to make a summery independently. Through longitudinal and transverse contrast, the thesis analyzes the features and interaction of three types of English compound sentences. Grounded on some theories of contrastive linguistics, e.g. Three Dimensional Compound Sentence by Huang Nan and elabora

6、te summaries made by preceding scholars and experts, the study aims at enabling ESL learners to be equipped with the competence of systemic analysis and induction of English compound sentences, with a flexible, proficient and correct employment Key Words: Contrastive analysis English structure Three

7、-dimension grammar three divisions of clause Application 5 Contents 1. Introduction.1 2. The Theory of Dimensional Compound Sentence, by Huang Nan3 2.1 Comparisons of Sentence Patterns of Nominal Clauses4 2.1.1 Objective Clause.4 2.1.2 Subjective Clause4 2.1.3 Predicative Clause.5 2.1.4 Appositive C

8、lause.6 3. Analysis of Attributive Clause7 3.1 Introductory Words of Attributive Clause7 3.2 Comparisons between Attributive Clause and Other Analogous Clauses8 3.2.1 Comparisons between Attributive Clause and Apposition Clause.8 4. Analysis of Adverbial Clause.9 4.1 Comparisons of the Usage of “As”

9、 in Different Adverbial Clauses9 4.1.1 The Adverbial Clause of Time.9 4.1.2 The Adverbial Clause of Reason.10 4.1.3 The Adverbial Clause of Manner.10 4.1.4 The Adverbial Clause of Concession.10 4.2 The Difference of “Though/Although” and “Even If/Even Though”. the Used in Adverbial Clause of Concess

10、ion.10 5. Conclusion11 Work Cited.13 6 Acknowledgements The Application of Contrastive Method in Teaching English Grammar of Compound Sentences 1. Introduction In English grammatical learning, compound sentence is one of the difficulties confronting ESL learners, which are mainly attributed to two f

11、actors: 1) complexity in structure; 2) easy confusion with other congeneric sentences. The research of English grammar can be traced back to the 6th century, during which a period of anti-teaching of English grammar occurred. The traditional English grammar became prevailed in the 17th and 18th cent

12、ury. With the perfection of linguistics and the theories of language teaching, the significance of grammar to TESL has been increasingly recognized till now. It is especially important to an ESL abecedarian who tries to establish a favorable English foundation. The study aims at enabling ESL learner

13、s to be equipped with the competence of systemic analysis and induction of English compound sentences, with a flexible, proficient and correct employment. Chen Jizhuang(2007) wrote that “As a Chinese ESL learner, his or her English competence is expressed mostly in writing and reading, including var

14、ious examinations, such as CET4 2) using the semicolon, either with or without conjunctive adverbs; 3) on occasion, using the colon. Its grammatical function is a component part of a whole sentence, forming a long sentence with a relatively short one included. Then, the long sentence is defined as m

15、ain clause, while the relatively short one subordinate clause and wholly as compound sentence. “In general, compound sentences are classified into three categories: 1) nominal clause; 2) attributive clause and 3) adverbial clause. Additionally, nominal clause is subdivided into four types, namely, 1

16、) subject clause; 2) object clause; 3) predicative clause and 4) appositive clause.”(Huddleston, 2008, P.21) Cook and Newson explain that a compound sentence is differentiated from a simple one by the component elements to a whole sentence. In the former, a sentence plays the part of the component e

17、lements while in the latter, every component element is served as by a word or lexical groups.(P.47) The thesis will focus on the structural analysis of compound sentences through employment of contrastive methods, especially among sentences with easy confusion in association with other congeneric o

18、nes. For example, the difference and association between an object clause led by “when” and an adverbial clause led by “when” Additionally, a plenty of illustrative sentences will be provided. Apart from the examples, the analysis is grounded on some basic contrastive linguistics and elaborate summa

19、ries by former experts and scholars. For instance, a grammatical concept of three-dimensional English grammar suggested by Huang Nan, senior international business specialist, made a great contribution to the teaching of English grammar, with rapidly improved English level 8 of a number of students

20、and staff. Applied in the compound sentence, the central essence is that a main clause consists of three elements-sentential form, syntactical structure and tense, which is identical to that of a subordinate clause. Thus, a compound sentence is actually of six dimensions in total. In the body of my

21、study, this concept is necessarily and crucially employed in the contrastive analysis of compound sentence. The paper is generally divided into theoretical analyses and plentiful case studies. To a large extent, the two parts are complementarily mixed. Based on the paper, the author will accordingly

22、 design some specialized exercises for ESL learners who find difficulty in learning compound sentences. In the first part of the paper, the author will give a brief introduction to the theme and relative research field concerned. In the second part, a theoretical structure will be established for th

23、e thesis to ground on. In the third part, which is regarded as the core of this thesis, three patterns of compound sentences will be analyzed seriatim, with many examples quintessentially provided. Part Four draws a natural conclusion. The thesis aims at an expected goal of enabling ESL learners to

24、be equipped with the competence of systemic analysis and induction of English compound sentences, with a flexible, proficient and correct employment. In conclusion, grounded on relevant theories, the author will analyze compound sentences through various comparisons between pairs of compound sentenc

25、es with easy confusion in association with each other, with an expectation of throwing light upon those learners confused about compound sentences. 2. The Theory of Dimensional Compound Sentence, by Huang Nan The so-called dimensional grammar, simply saying, focuses on three elements included in Eng

26、lish grammar, namely, sentential form, syntactical structure and tense. Applied in the compound sentence, these three elements in the main clause are identical to those of a subordinate clause. (Huang Nan, 2008, p.99)Thus, a compound sentence is actually of six dimensions in total. 9 2. 1Comparisons

27、 of Sentence Patterns of Nominal Clauses Nominal clauses are divided into four types, namely objective clause, subjective clause, predictive clause and appositive clause. The following mainly focuses on the comparisons of these four types on terms of sentence patterns, grounded on the theory of Dime

28、nsional Compound Sentence. 2.1.1 Objective Clause There is a flexible alteration of tetragenous sentence pattern (positive and negative sentence, general and special question) between an objective clause and the main sentence it belongs to, conveying various ideas. Tetragenous sentence pattern of th

29、e main sentence employs the patterns of simple sentence, while that of an objective sentence is regulated as follows: 1) When the objective clause is positive or negative, it is introduced by the word “that”, which can be left out; 2) When the objective clause is a general question, it is introduced

30、 by “whether” or “if”, which can not be left out; 3) When the Objective clause is a special question, it is introduced by special interrogatives, which can not be left out. A chat below to make it more easily understood: Main Sentence Objective Clause Positive I know Positive (that) he is a student.

31、 Negative I dont know Negative (that) he is not a student General Question Do you Know General Question Whether (if) he is a student Special Question How do you know Special Question Who is he or who is a student PS: Any sentence pattern in the left side can be combined with that in the right side t

32、o make a compound sentence. 2.1.2 Subjective Clause Identical to objective clause, subjective clause is a nominal one. Therefore, when the subjective clause is positive or negative, it is introduced by “that”, which can not be eliminated; when subjective clause is general question, it is introduced

33、by 10 “whether”; if it is special question, then special interrogatives lead the clause. (Wu Ailing, 2006, P216) I. In accordance with tetragenous sentence pattern, subjective clause, with its main sentence remaining positive, can be changed as follows: 1) That the students learn English is very imp

34、ortant. 2) That the students do not learn English is very important. 3) Whether the students learn English or not is very important. 4) How the students learn English is very important. Note: In subjective clause of general and special question, sentence constituents can not be inverted as simple se

35、ntences. E.g. Why didnt he come yesterday is not clear. (False) Why he didnt come yesterday is not clear. (True) II. According to tetragenous sentence pattern, main sentence, with its subjective clause remaining positive, can be changed as follows: 1) That students learn English is important. 2) Tha

36、t students learn English is not important. 3) Is students learn English important? (not used) 4) Why is students learn English important? (not used) To eliminate the inappropriate caused in language sense, these two question sentences above are not used, which are substituted for the o tetragenous s

37、entence pattern of formal subject. For example: 1) It is important that students learn English. 2) It is not important that students learn English. 3) Is it important that students learn English? 4) Why is it important that students learn English? 2.1.3 Predicative Clause When predicative clause is positive or negative, it is led by “that”; if the predicative clause is a general question, it is introduced by “whether”; it is introduced by special interrogatives if it is a special question. I. The predicative clause changes to the tetragenous sentence pattern in