摘要:本文是高中英语论文,笔者认为学习者和教师的关注可以得出的研究结果的过程中,语言学习和教学过程,同时,他们有一个深刻的认识,输出的注意功能和对英语学习的积极态度。
drawn by the resultsof this study during the process of language learning and teaching process. At the same time, they mayhave a deep understanding on noticing function of output and a positive attitude towards second languagelearning.
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Chapter II Literature Review
This chapter introduces the definition and three principles of subject-verb agreement. Moreover, thetheoretical framework of the present study is showed, and the related studies on subject-verb agreementabroad and at home are also reviewed.
2.1 Subject-verb agreement
Subject-verb agreement is a complex grammar which is difficult for Chinese students to grasp.Subject-verb agreement, or subject-verb concord, refers to verbs must match or go with the subjects inperson and number in a sentence. On one hand, the subject and verb must be agreement with number:both must be in singular form, or both must be in plural form. On the other hand, some problems willexist in the present tense because one must put an -s or -es at the end of the verb if the subject or the entityperforming the action means a singular third person: he, she, it, or words for which these pronouns couldreplace.Subject-verb agreement exists in many languages, such as French, Italian, Spanish, English and so on.In many languages, every linguistic element has its own function in a sentence. Therefore, according tovarious functions, we have subject-verb agreement, pronoun agreement, subject-complement agreement,and subject-object agreement. Among these agreements, subject-verb agreement in English is veryimportant because almost every sentence in English should abide by the subject-verb agreement rule. InEnglish, the subject and verb must be agreement with number, person and gender. And the numberagreement between the subject and verb is the importance of our study. Many grammar principles on thesubject-verb agreement have been summarized and adopted as guidance in English learning. A singularsubject matches with a singular verb, and a plural subject goes with a plural verb, which is a generaldescriptive rule on subject-verb number agreement in English put forward by Quirk, et al. (1972).
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2.2 Theoretical framework
In the early 1980s, Comprehensible Input Hypothesis (CI Hypothesis ) is put forward by Krashenand is the most important concept in Krashen’s theory. It has played an important role in the secondlanguage acquisition and has been influential in the nature of pedagogic provision. CI Hypothesis aims tooffer us answers to how language learners acquire a second language. Krashen claimed in hiscomprehensible input hypothesis that there is only one way for learners to acquire language byunderstanding messages, or by receiving comprehensible input. Learners process along the natural orderby understanding input that includes structures at our next stage that is what Krashen calls i+1 (Krashen,1983). In other words, they should understand more input materials at i+1 level if language learners wantto move their present level i to i+1. With the help of the context which includes extra-linguisticinformation, language learners can understand the grammar that they have not learned yet. Krashen statedthat comprehensible input hypothesis is the driving force for all successful language acquisition includingL1 and L2 acquisition (Krashen, 1982).For a long time,comprehensible input hypothesis of Krashen has had a potenti
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