原創(chuàng)優(yōu)秀英語(yǔ)教學(xué)畢業(yè)論文范文

1、原創(chuàng)優(yōu)秀英語(yǔ)教學(xué)畢業(yè)論文范文IntroductionMany English language learners think writing is the most difficultone of the five basic English skills listening, speaking, reading,writing and translating. They feel difficult, because they areincapable to express their ideas in perfect English or in properEnglish expressi

2、ons. A good composition is composed of beautifulsentences, and a beautiful sentence is composed of appropriate words.Therefore, in order to master the technique of writing, learnersshould master a large number of vocabulary including collocations andusages at first, but not always memorizing the gra

3、mmatical rules.To learn a foreign language, learners need spend the most energy andtime on lexicon, but with the least efficiency and the most errors.The preceding researches state that the number of lexical errors isfour or five times of grammatical errors. Usually the native speakersattach much mo

4、re importance to lexical errors than on grammaticalerrors. Regretfully, the research on lexical errors in foreignlanguage learning suffered certain ignorance. This thesis applies theerror analysis theory, for it possesses much significance in foreignlanguage learning and teaching. Making errors is i

5、nevitable inlearners language learning. In order to learn a language,committing errors is a means that learners employed. The lexicalerrors provide researchers with how learners learn a foreign language,the evidence of learners second language acquisition and whatlearning strategies and procedures t

6、he learners employ in the processof language learning. There are some major types of analysis in thefield of second language acquisition (SLA) before corpora are used.The main types of analysis, according to their order of appearance,are identified as these four: Contrastive Analysis, Error Analysis

7、,Interlanguage Performance Analysis and Discourse Analysis (Larsen-Freeman & Long 1991).The types of analysis of the SLA data employedby researchers have undergone a series of development, which signifyimportant aspect of the development of SLA research. Error analysisinvolves, first independent

8、ly or objectively, describing thelearners interlingual (that is, their version of the targetlanguage and the target language itself), then a comparison of thetwo is followed to locate mismatches. Different from contrastiveanalysis, error analysis gives less consideration to learnersnative language.

9、By the late 1960s, error analysis had become theacceptable alternative to the behaviorism-tainted contrastiveanalysis and entered its heyday in the 1970s (戴煒棟, 何兆熊 2002:162).In this thesis, Error Analysis Theory is applied to analyzethe lexical errors in the compositions of English majors. Thecompos

10、itions come from thirty junior English majors. Ten of themwrite “Is Honesty Always a Good Thing?” another ten of them write“Should Women Return to the Kitchen?” the rest write “The TeachingBuilding of School of Foreign Studies”. This thesis divides lexicalerrors into three major types: morphology er

11、rors, collocation errorsand diction errors. The author aims to provide some help for Englishteaching and learning by analyzing the relevant statistics and thecauses of lexical errors occurred in students compositions.IChief Viewpoints of Error Analysis TheoryBehaviorism considers language learning a

12、s a cultivation oflearners behavior and habit, just as Stern (1983: 158) ever said,behaviorists generally hold negative attitudes towards learnerserrors. To err is human, to forgive divine. During the process offoreign language learning, lexical errors can not be rooted out thoroughly asgrammatical

13、errors. Lexical errors are errors of innovativeness.Errors analysis theory (Corder 1967: 167), however, states that theseinnovative errors can reflect learners linguistic system andlanguage learning process, which possess a positive significance tocomprehend the linguistic development of learners. O

14、n the basis ofre-recognizing the learners errors, many researchers have gonedeeper into recognizing and describing these errors. They attempt toanswer the question why the learners commit these errors. Thefollowing are some relevant viewpoints of linguistic errors, andthese viewpoints are used to an

15、alyze and explain the lexical errorswhich occur in English majors compositions.1.1Errors and MistakesError analysis theory first needs to distinguish “errors” and“mistakes”.Several linguists define “error” and “mistake” from differentangles. Brown (2000: 217) explains error and mistake as follows:mi

16、stake refers to make a slip of the tongue or make a mistake forchoosing words at random, while error refers to the grammaticallyincorrect forms. Besides, James (1998: 83) indicates error andmistake more clearly: while errors defined as unintentionally deviantfrom the target language and not self-cor

17、rigible by the learnersuggest failure in competence, mistakes as either intentionally orunintentionally deviant forms and self-corrigible suggest failure inperformance. A famous modern Chinese linguist Hu Zhuanglin (2005:374) points out that “error” is the grammatically incorrect form;“mistake” occu

18、rs when the language is correct grammatically butimproper in a communicational context. While errors always go withlanguage learners, mistakes may also occur to native speakers. Thereis another type of fault, namely “l(fā)apse”, which refers to slips ofthe tongue or the pen made by either foreign langua

19、ge learners ornative speakers. Error analysis, as the term suggests, is the studyand analysis of error and is confined to the language learner,however, here “error” refers grammatically to the learners misuseor misunderstanding of the target language, may it be grammatical orpragmatic.According to t

20、he views above, “error” generally refers to theextent of language performance, and learners can be aware of it andself-corrigible; “mistake” reflects the competence of thelearners, which is an ingredient of learners language system. Forexample, “Dose John can sing?” is an error. Obviously, “can” int

21、his sentence is affected by the forms “John can sing.” and “DoseJohn sing?” Errors can reflect the relevant information whetherlearners have mastered the target language, therefore, “erroranalysis” is beneficial to find out the facts of learners secondlanguage learning and provide the relevant basis

22、 in teaching. Thisthesis analyzes the lexical errors which occurred in learnerscompositions, but not “mistakes”.According to Corder (1967), an error (in this technical sense) takesplace when the deviation arises as a result of lack of knowledge. Itrepresents a lack of competence. An error occurs whe

23、n learners arelacking of competence. That is, it is the result of processingproblems that prevent learners from accessing their knowledge of atarget language rule and cause them to fall back on some alternative,non-standard rule that they find easier to access. Mistakes, then,are performance phenome

24、na and are, of course, regular features ofnative-speakers speech, reflecting processing failures that ariseas a result of competing plans, memory limitations and lack ofautomaticity. Corder argues that the error analysis should berestricted to the study of errors (i.e. mistakes should be eliminatedf

25、rom the analysis).Learners make errors in both comprehension and production (Ellis1999: 47). In this thesis, in accordance with the main focus in second language acquisition research, it will concentrate onproduction errors.IntroductionMany English language learners think writing is the most difficu

26、ltone of the five basic English skills listening, speaking, reading,writing and translating. They feel difficult, because they areincapable to express their ideas in perfect English or in properEnglish expressions. A good composition is composed of beautifulsentences, and a beautiful sentence is com

27、posed of appropriate words.Therefore, in order to master the technique of writing, learnersshould master a large number of vocabulary including collocations andusages at first, but not always memorizing the grammatical rules.To learn a foreign language, learners need spend the most energy andtime on

28、 lexicon, but with the least efficiency and the most errors.The preceding researches state that the number of lexical errors isfour or five times of grammatical errors. Usually the native speakersattach much more importance to lexical errors than on grammaticalerrors. Regretfully, the research on le

29、xical errors in foreignlanguage learning suffered certain ignorance. This thesis applies theerror analysis theory, for it possesses much significance in foreignlanguage learning and teaching. Making errors is inevitable inlearners language learning. In order to learn a language,committing errors is

30、a means that learners employed. The lexicalerrors provide researchers with how learners learn a foreign language,the evidence of learners second language acquisition and whatlearning strategies and procedures the learners employ in the processof language learning. There are some major types of analy

31、sis in thefield of second language acquisition (SLA) before corpora are used.The main types of analysis, according to their order of appearance,are identified as these four: Contrastive Analysis, Error Analysis,Interlanguage Performance Analysis and Discourse Analysis (Larsen-Freeman & Long 1991

32、).The types of analysis of the SLA data employedby researchers have undergone a series of development, which signifyimportant aspect of the development of SLA research. Error analysisinvolves, first independently or objectively, describing thelearners interlingual (that is, their version of the targ

33、etlanguage and the target language itself), then a comparison of thetwo is followed to locate mismatches. Different from contrastiveanalysis, error analysis gives less consideration to learnersnative language. By the late 1960s, error analysis had become theacceptable alternative to the behaviorism-

34、tainted contrastiveanalysis and entered its heyday in the 1970s (戴煒棟, 何兆熊 2002:162).In this thesis, Error Analysis Theory is applied to analyzethe lexical errors in the compositions of English majors. Thecompositions come from thirty junior English majors. Ten of themwrite “Is Honesty Always a Good

35、Thing?” another ten of them write“Should Women Return to the Kitchen?” the rest write “The TeachingBuilding of School of Foreign Studies”. This thesis divides lexicalerrors into three major types: morphology errors, collocation errorsand diction errors. The author aims to provide some help for Engli

36、shteaching and learning by analyzing the relevant statistics and thecauses of lexical errors occurred in students compositions.IChief Viewpoints of Error Analysis TheoryBehaviorism considers language learning as a cultivation oflearners behavior and habit, just as Stern (1983: 158) ever said,behavio

37、rists generally hold negative attitudes towards learnerserrors. To err is human, to forgive divine. During the process offoreign language learning, lexical errors can not be rooted out thoroughly asgrammatical errors. Lexical errors are errors of innovativeness.Errors analysis theory (Corder 1967: 1

38、67), however, states that theseinnovative errors can reflect learners linguistic system andlanguage learning process, which possess a positive significance tocomprehend the linguistic development of learners. On the basis ofre-recognizing the learners errors, many researchers have gonedeeper into re

39、cognizing and describing these errors. They attempt toanswer the question why the learners commit these errors. Thefollowing are some relevant viewpoints of linguistic errors, andthese viewpoints are used to analyze and explain the lexical errorswhich occur in English majors compositions.1.1Errors a

40、nd MistakesError analysis theory first needs to distinguish “errors” and“mistakes”.Several linguists define “error” and “mistake” from differentangles. Brown (2000: 217) explains error and mistake as follows:mistake refers to make a slip of the tongue or make a mistake forchoosing words at random, w

41、hile error refers to the grammaticallyincorrect forms. Besides, James (1998: 83) indicates error andmistake more clearly: while errors defined as unintentionally deviantfrom the target language and not self-corrigible by the learnersuggest failure in competence, mistakes as either intentionally orun

42、intentionally deviant forms and self-corrigible suggest failure inperformance. 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 butimproper in a communicational context. Wh

43、ile errors always go withlanguage learners, mistakes may also occur to native speakers. Thereis another type of fault, namely “l(fā)apse”, which refers to slips ofthe tongue or the pen made by either foreign language learners ornative speakers. Error analysis, as the term suggests, is the studyand analy

44、sis of error and is confined to the language learner,however, here “error” refers grammatically to the learners misuseor misunderstanding of the target language, may it be grammatical orpragmatic.According to the views above, “error” generally refers to theextent of language performance, and learner

45、s can be aware of it andself-corrigible; “mistake” reflects the competence of thelearners, which is an ingredient of learners language system. Forexample, “Dose John can sing?” is an error. Obviously, “can” inthis sentence is affected by the forms “John can sing.” and “DoseJohn sing?” Errors can ref

46、lect the relevant information whetherlearners have mastered the target language, therefore, “erroranalysis” is beneficial to find out the facts of learners secondlanguage learning and provide the relevant basis in teaching. Thisthesis analyzes the lexical errors which occurred in learnerscomposition

47、s, but not “mistakes”.According to Corder (1967), an error (in this technical sense) takesplace when the deviation arises as a result of lack of knowledge. Itrepresents a lack of competence. An error occurs when learners arelacking of competence. That is, it is the result of processingproblems that

48、prevent learners from accessing their knowledge of atarget language rule and cause them to fall back on some alternative,non-standard rule that they find easier to access. Mistakes, then,are performance phenomena and are, of course, regular features ofnative-speakers speech, reflecting processing fa

49、ilures that ariseas a result of competing plans, memory limitations and lack ofautomaticity. Corder argues that the error analysis should berestricted to the study of errors (i.e. mistakes should be eliminatedfrom the analysis).Learners make errors in both comprehension and production (Ellis1999: 47

50、). In this thesis, in accordance with the main focus in second language acquisition research, it will concentrate onproduction errors.1.2Overt Errors and Covert ErrorsError analysis theory need explain the second pair of terminology“overt errors” and “covert errors”. Corder (1971) puts forwardthat “

51、overt errors” refer to errors of language forms deviant fromthe target language, and “covert errors” occur in utterance aresuperficially well-formed but which do not mean what the learnersactually mean.The appearances of some overt errors are affected by mother tongue.There are some examples in stud

52、ents compositions:(1) If you are a honest man, others can trust you. (an)(2) In China, there is a old saying “women is half of the sky”. (an)(3) In this comedy the four heroine are all successful. (heroines)(4) In order to make lives happier, husband and wives should devotesomething to their familie

53、s. (husbands)Clearly these errors are due to the interference of the nativelanguage. In English, we must use the article “an” in front of avowel instead of “a”, just as examples (1) and (2). And we must add“s” after a plural noun in English, like (3) and (4). In Chinese,however, there are no such ru

54、les. Therefore, learners usually misuseor forget the rules in writing because of the interference of mothertongue.Covert errors are also named “pragmatic errors”. For examples:“Stand up and I want to talk to you.” This sentence seems correctgrammatically, but when a younger talking to an elder in th

55、is way,which isnt appropriate for semantic and context. Such error isknown as “covert error”.This thesis mainly analyzes and explores the lexical errors whichoccurred in students compositions. Therefore, lexical errors belongto the overt errors, and have relevance to the influence of mothertongue to

56、 some extent.1.3 Interlingual Errors and Intralingual ErrorsThe third pair of terminology is interlingual errors andintralingual errors in the error analysis theory. Brown (2000: 213)restated the differences between these two kinds of errors:“interlingual errors” mainly result from cross-linguistici

57、nterference at different levels, that is, learners have alreadymastered their native language, during the process of learning thetarget language, who interfered by the native language, then resultin language errors. The classification of interlingual errorsgenerally adopts the classification princip

58、le of “transfer errors”,because transfer errors are usually regarded as the same kind ofinterlingual errors. Selinker (1992) points out that “structuraltransfer” refers to learners who make errors for adopting thegrammatical features of native language when using target language.There is an example

59、from a students composition: whatever theirgoal is, they must through their honest effort to achieve it. Thissentence was interfered by “他們必須通過(guò)自己的誠(chéng)實(shí)勞動(dòng)去實(shí)現(xiàn)目標(biāo)。”.In Chinese, “通過(guò)” is a verb, while “through” in English can onlybe a preposition, an adjective or an adverb. In studentscompositions, many erro

60、rs result from interlingual interference.According to Brown (2000: 213), “intralingual errors” mainlyresult from faulty or partial learning of the target language,independent of the native language. There are learning strategies-based errors and communication errors. Richards (1974) pointed outthat “overgen