from the prospective of grammatical structure, the two languages have some differences. One significant difference is that there is only one predicate verb in an simple English sentence, while the number of predicate verb in an Chinese sentence is not limited. So when there are more than one predicated verbs shown in the Chinese sentence, conversion has to be used. And since English is a static language, V-N conversion could be a major choice.
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2.2 Instrument
In the thesis, two corpora and one analytic tool are employed. The two corpora are the sub-corpus of PACCEL-S and the BNC. The analytic software is Ant Conc. Here represents the brief introductions. Established in 2009, the PACCEL is the first and largest Chinese ELF learners’ corpus in China. It is a parallel corpus formed by two parts: the PACCEL-S and the PACCEL-W. The total capacity of the corpus is 2,100,000 tokens. (Wen Qiufang, Wang Jinquan, 2009). As the thesis focus on C-E interpreting, the author chooses some samples of C-E interpretation from the PACCEL-S. There are 24 Chinese sentences in the interpreting part of the TEM-8 from 2003 to 2007. After observing all of them, two words,chuang4xin1(创新) and fa1zhan3(发展), are selected from the text of the TEM8 2007 as the nodes. The words are underlined and bolded in the following sentence: 他们的团队合作和创新精神,是宏业公司得以不断创新和发展的真正源泉。 This sentence is the fifth sentence of paragraph three in the sub-corpus 2007CEEN of the PACCEL-S. The full passage is shown in the appendix A. To avoid the nodes in other context, the author selects the learners’ interpretation text of the chosen sentence to create a new sub-corpus. There are totally 192 samples in the new sub-corpus. The sub-corpus is named 2007CE. As we can see in the figure 2, searching concordance of CE5 (head tag of each sample), it shows 191 concordance hits.
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Chapter Three Error Analysis ....... 7
3.1 Collecting Samples .......... 7
3.2 Identifying the Errors ..... 10
3.3 Describing the Errors ..... 11
3.3.1 Comparison .......... 11
3.3.2 Classification ....... 11
3.4 Explaining the Errors ..... 16
3.5 Evaluating the Errors ..... 19
Chapter Four Conclusions .......... 20
4.1 Major Findings ..... 20
4.2 Pedagogical Suggestion .......... 20
4.3 Limitations and Suggestions ............ 21
Chapter Three Error Analysis
In order to throw some light on teaching methods, contrastive analysis and error analysis will be used in this chapter. In terms of contrastive analysis, the thesis will presen
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