概要錯(cuò)誤分析及其策略

1、二語習(xí)得概要課程論文 年級(jí) 12級(jí) 班級(jí) 英語1班 姓名 袁亞利 日期：2015年6月26日Error Analysis and Strategies of English TeachingError Analysis is one of the most important parts in the study of Second Language Acquisition. And analyzing the errors plays an significant role in the English teaching. As is known to all, everyone may m

2、ake mistakes unavoidably when they study a second language( here we mainly mean the English). In this passage, it focuses on the causes of errors and co-responding strategies that English teachers should use in their English teaching.There is a old Chinese saying:“金無足赤，人無完人?！?It means that everyone

3、will make mistakes in his lifetime. But the mistake you make will bring you experience and lessons in your study, from which you can learn something beneficial. The study of errors was firstly studied by Corder in the Error Analysis(short for EA). EA has a vital role no matter in English teaching or

4、 learning. It is beneficial for us to seek strategies to correct the errors in English teaching.Distinction of mistake and errorFirst of all , let us make a distinction between the mistakes and errors. “A mistake is a deviation in a learner language that occurs when learners fail to perform their co

5、mpetence. It is a lapse that reflects processing problem”. An error reflects the competence of learners. It reveals a portion of the learners competence in the target language. It can not be self-corrected(Corder 1967). Well, for this reason, we should know how to analyze the errors. There are four

6、basic procedures for analyzing errors. In the beginning, We ought to collect a sample of learner language(eg:English). Then, Identifying the errors and make classification of them. Next we come to the explanation of errors(explaining why an error was made). Finally, we should evaluate the errors and

7、 find what causes the errors and summarize the strategies.The causes of errorsSecond, it is crucial for us to know the causes of the error. How does error come into being? According to Corder, there are two main causes of L2 errors:interlingual and intralingual factors. Interlingual errors are resul

8、ted from negative transfer from L1-transfer errors. The beginning stages of learning a second language are especially vulnerable to interlingual transfer from native language. At this point, the native language may interfere the learners second languages stage before they are familiar with the secon

9、d language system. And the intralingual errors( it also can be called the development errors ) reflect the general characteristics of rule learning, such as faulty generalization. It is more reasonable to say that the learners know some rules about English, but using them in the wrong way. For examp

10、le, when students begin to study the past form of verbs, the most usual way is plus “ed” at the end of the verb(learn-learned). But they first encounter with such rule, they are not familiar with it. When they meet a new verb,such as “go”,they mat say its past form as “goed”, for they only know the

11、one rule. They overgeneralize the verb. This is learners incomplete learning of L2 rules. Here are other causes of errors according to other scholars, the learners culture. Culture is related to each other,during learners study the second language, errors will occur when they are lack of cultural kn

12、owledge. For example: a foreigner say to his Chinese friend: Your wife is beautiful. The Chinese responses:Where, where. The foreigner say: Her hair and eye with confusion. The foreigner does not understand his response since he does not know it is only Chinese modesty, so he said the hair and eyes

13、are beautiful. If the Chinese knows the culture difference, he just says “thank you”. That is OK. Different places have different cultures which are generally showed through using the languages. When we study English,we may use our culture to evaluate the target culture neglecting the differences. T

14、herefore, we should enhance our comprehension about culture so as to learn English correctly.Strategies of error treatment for English teaching Next, only know clearly about the causes of errors, can we find the strategies of error treatment. As a language teacher(English teacher), we should know th

15、e theory of teaching, then we can judge whether we will treat or ignore the errors. So treating students errors, teachers should pay attention to the manners and methods. There are some strategies for English teachers to correct students errors.Strategy1, we must think of what kind of errors should

16、be corrected? It needs teachers judgment and understanding of the errors. According to Corder, there are four basic types of errors: they are grammatical errors, pragmatic failures,teacher-induced errors and self-corrected substitutions. We should judge what kind of errors they made. For instance, i

17、f they have pronunciation or grammatical errors, we should correct them at once. Strategy 2. According to James(1998), we should pay attention to the time, place and manners when we correct errors. Direct correction or indirect correction, immediate correction or post-correction, which one is better

18、? I think it depends on students condition . We should take students individual characters and qualities into consideration when correct errors. Since some students are outgoing, and others are not. Those who are extrovert are not mind of the immediate or direct correction. However, those who are in

19、trovert may feel hurt or embarrassed if teachers correct their mistakes in front of people. In such a situation, teachers should correct them in privacy so that we can save their faces. Strategy 3. Teachers can extract the questions that possibly cause students make mistakes and then make a collecti

20、on of the errors. But this manner is mostly depended on the teachers. It needs teachers do a lot of work to look over students learning conditions in order to let them correct their errors.Strategy 4. Teachers can imply students and guide them to find the errors they made. For example, teachers can

21、repeat their mistakes. Students may start to think : why teacher repeat my sentence? Am I wrong? In this way, they may keep thinking until they find their errors. Strategy 5. Let students do self-correction(孔，謝). This kind of manners is good at students. If they realize their errors by themselves, t

22、hey will learn from the errors and will not make the same mistake again in future so that they can improve their study. As far as I am concerned, this way is quite convenient for both students and teachers and is much efficiency to their language study. Strategy 6. This is mainly for teachers themse

23、lves. Teachers should avoid making mistakes in the class as possible as they can. This kind of errors is knowledge errors. For example, the pronunciation mistakes. Teachers should pay attention to their own pronunciation, do not pronunciation problems. Or teacher the wrong grammar points.From what I

24、 said above, we can draw a conclusion that Error Analysis plays a significant role in the English teaching. The error shows a students progress in the language learning. We must focus on the study of Error Analysis and understand its function to English teaching. As English teachers, we should apply