在通常情况下,一个完整的句子应具备主语和谓语,但学生在写作时常会出现主谓残缺不全的现象。如A young man and a young woman a bit nervous.
(2)主谓不一致
学生在写作时通常会产生主谓不一致、单复数形式不一致、人称不一致、指代不一致的错误现象,如He learn English one year.和I have two books, and I like it.
(3)叠加谓语动词
通常每个句子只有一个谓语动词,但许多学生往往不会正确运用非谓语形式。如A boy lay on the grass was reading.
(4)词序不当
英语中的词序是有规则可循的,教师应教会学生根据规则确定单词的位置。
(5)词性误用
词性误用常表现为:介词当动词用、形容词当副词用、名词当动词用等。例如,When his father is away, Jack stays at home lone.
(6)指代不清
指代不清主要是指代词与被指代的人或物关系不清,或者前后所用的代词不一致。
试看这例错误习作: Mary was friendly to my sister because she wanted her to be her bridesmaid. 教师无法从这句话中明确地判断出两位姑娘谁将结婚,谁将当伴娘。如果学生把这句话中易于引起误解的代词所指对象明确化,就会一目了然。这个句子可改为:Mary was friendly to my sister because she wanted my sister to be her bridesmaid。
学生在语言习得过程中,必然会受到母语的影响。而英语属于结构语言,有自己的基本句型、固定搭配、固定短语,学生如果不遵从英语的表达或思维习惯,按照中国人的表达方式或思维方式强行组词成句,就会出现中式英语。笔者在学生日常习作中,常能发现这样的句子:The reason why he was late is because his mother was ill.或Although he was ill, but he came to school today.
一方面教师可以教授学生学会合并、缩写句子,如把I lay on the grass. I was reading.变为:I lay on the grass, reading.另一方面教师可以教授学生学会扩展、补充句子。如把He had to leave school.变成He had to leave school when he was 12 years old because of serious illness of his mother.