On English Learners’ Errors 论英语学习者的错误.doc
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1、论英语学习者的错误On English Learners Errors Abstract: Learning English as a foreign language is step-by-step process, during which Chinese students will inevitably make some errors. It is important for teachers to know when and how to correct students errors. Using a proper way to facilitate English learnin
2、g has been one of the challenges for the teacher. Though a number of linguistic researchers have addressed this issue, there is still a lot to be studied. This paper is a further discussion in this area. It first makes an analysis of errors and then proposes their specific treatment appropriate in C
3、hina.Key words: errors;mistakes; causes of errors; error correction; solutions 摘要: 英语作为一门外语学习是一个循序渐进的过程,我国的学生在这一过程中不可避免地要出现一些错误.对老师们来而言,熟知何时及如何改正学生的错误是很重要的.提高和帮助英语学习,使用恰当的方式是老师需要面临的挑战之一,虽然已有不少语言学方面的研究者致力于这一问题,仍有许多东西需要研究。这篇论文就是这一领域较深层次的探讨。论文首先对错误进行分析,然后根据国情提出针对性的建议。关键词: 错误,误解,错误的原因,错误改正,解决方案。Contents
4、I. Introduction.1II. Literature Review.2A. Definitions of errors and mistakes2B. Types of learner errors.2 1. Linguistic errors32. Pragmatic Failure.4 C. Strategies for error correctio.4III. Causes of Errors.5A. Interlingual interference.5B. Intralingual interference.5C. Cultural interference6 D. Co
5、mmunication strategy6E. Improper teaching6IV. When and How to Correct Students Error7A. Evolution of attitude towards errors7B. Attitude to be take.81. Strategies to be Adopted in Treating Linguistic Error82. Strategies to be Adopted in Treating Pragmatic8C. Self-correction with the teachers help9D.
6、 Peers correction.9V. Conclusion.10Works Cited11I. Introduction Since the late 1960s, with the detailed study of transformational generative grammar, English teaching has gradually abandoned the mechanic pattern drills, and focused on developing students communicative competence. Students were encou
7、raged to learn by communicating in the target language and not by merely repeating grammatical items. It is widely acknowledged that language acquisition does not happen unless the learners are relaxed and keen on learning. Fear of making errors prevents learners from being receptive and responsive,
8、 students were encouraged to express themselves in English about their own affairs. In the process of learning language, learners often make errors that are considered to be a natural and necessary part in the language development. We should rather say that errors are indispensable to students,and s
9、uch performance provides evidence of the system of the language that students are using at a particular point during the course. Since errors are often a sign of learning, they must be viewed positively. It is of great practical value for language teachers to study the errors from students carefully
10、, because these errors are the symbols of students progress and achievements in learning. We should learn form the errors and analyze what kind of errors that the students have made, especially in class, to ensure that we use the appropriate way to correct students errors so as to promote students E
11、nglish learning.“No one can learn a foreign language without committing any errors in his/her learning process”( Hu Z. L.329). Then dealing with the learners error in a proper way in order to facilitate English learning has been one of the challenges facing the teacher. Though a number of linguistic
12、 researchers have addressed this issue, there is still a lot of to be studied. This paper is further discussion in this area. It first makes an analysis of errors and then proposes some specific solutions appropriate in China.In the area of foreign language teaching, there have been some theories in
13、 which English learners errors are analyzed, and diverse methods of dealing with them are suggested. These theories, however, offer different or even contradictory views on errors and completely different strategies in dealing with them. As a result, many English teachers in China feel puzzled when
14、facing their students errors. Therefore, it is necessary to make still further research on the domain of error analysis and find proper error treating ways in China where the number of English learners, already great, is increasing.II. Literature ReviewA. Definition of errors and mistakesError analy
15、sis theory first needs to distinguish “errors” and “mistakes”. Several linguists define “error” and “mistake” from different angles. Brown (2000: 217) explains error and mistake as follows: mistake refers to make a slip of the tongue or make a mistake for choosing words at random, while error refers
16、 to the grammatically incorrect forms. Besides, James (1998: 83) indicates error and mistake more clearly: while errors defined as unintentionally deviant from the target language and not self-corrigible by the learner suggest failure in competence, mistakes as either intentionally or unintentionall
17、y deviant forms and self-corrigible suggest failure in performance. A famous modern Chinese linguist Hu Zhuanglin (2005: 374) points out that “error” is the grammatically incorrect form; “mistake” occurs when the language is correct grammatically but improper in a communicational context. While erro
18、rs always go with language learners, mistakes may also occur to native speakers. There is another type of fault, namely “lapse”, which refers to slips of the tongue or the pen made by either foreign language learners or native speakers. Error analysis, as the term suggests, is the study and analysis
19、 of error which is confined to the language learner, however, here “error” refers grammatically to the learners misuse or misunderstanding of the target language, may it be grammatical or pragmatic. According to the views above, error” generally refers to the extent of language performance, and lear
20、ners can be aware of it and self-corrigible; “mistake” reflects the competence of the learners, which is an ingredient of learners language system. For example, “Dose John can sing?” is an error. Obviously, “can” in this sentence is affected by the forms “John can sing.” and “Dose John sing?” Errors
21、 can reflect the relevant information on how well learners have mastered the target language, therefore, “error analysis” is beneficial to find out the facts of learners second language learning and provide the relevant basis in teaching. This thesis analyzes the lexical errors which occurred in lea
22、rners compositions, but not “mistakes”.B. Types of learner errors “When a linguistic item is used as the result of faulty or incomplete learning, the learner is considered to have committed an error” (Hu Z.L.et al. 1988). Then what does “faulty or incomplete learning” mean exactly? To answer this, w
23、e must know what a language learner learns or acquires. Conventionally it is “linguistic competence”, mainly interpreted as acquiring “the rules of grammar”(Theo van Els et al. 1984). This concept was challenged by Hymes (1971): “. A child acquires knowledge of sentences, not only as grammatical, bu
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