文摘
英文文摘
论文说明:Abbreviations
1. Introduction
1.1 General description of the study
1.2 Significance of the study
1.3 Overview of the paper
2. Theoretical Background
2.1 Behaviorist views and contrastive analysis hypothesis from 1940s to 1960s
2.1.1 Theoretical basis of CAH
2.1.2 Nature of CAH
2.1.3 Criticisms on CAH
2.2 Prevalence of mentalist views from late 1960s to 1970s
2.2.1 Mentalist accounts of language learning
2.2.2 Nature of interlanguage
2.3 Error analysis in interlanguage hypothesis period
2.3.1 The emergence of Error Analysis
2.3.2 Significance of learners' errors
2.3.3 Five basic steps of EA proposed by Corder
2.3.4 Dulay and Burt's empirical study and the limitations of EA itself
2.3.5 Computer-aided error analysis
3. Review of Previous Studies of Run-on Sentence Errors
3.1 Experimental studies of run-on sentence errors abroad
3.2 Empirical studies of run-on sentence errors in China
4. Research Methodology
4.1 A corpus-based study of run-on sentences
4.1.1 The error-tagged learner corpus
4.1.2 Run-on sentence errors
4.2 Research procedures
4.2.1 Identifying run-on sentence errors
4.2.2 Two criteria of classifying run-on sentence errors
5. Results and Discussions
5.1 Proportion of run-on sentence errors in syntactic errors
5.2 Frequencies of run-on sentences counted according to two criteria
5.3 Linguistic features of run-on sentence
5.3.1 The same subject shared by most clauses
5.3.2 Anaphora used in run-on sentences
5.3.3 Repetition of the same lexical unit
5.3.4 Spatio-temporal relation and logic relation used
5.3.5 Parallel structures used
5.3.6 The object in the proceeding clause used as the subject of the incoming clause
5.4 Specific lexical items associated with run-on sentences
5.4.1 For example used in run-on sentences
5.4.2 First used in run-on sentences
5.4.3 Then used in run-on sentences
6. Explanation of Run-on Sentence Errors
6.1 Comparing run-on sentences in English with running sentences in Chinese
6.2 Parataxis-centered Chinese and hypotaxis-centered English
6.3 Causes of run-on sentence errors
7. Conclusions
7.1 Major findings
7.2 Pedagogical implications
Bibliography
Acknowledgements