学生写作中的错误分析-11页文档资料

学生写作中的错误分析Abstract：Second Language learners progress in constantly error-making and error-correcting. Thus，how the errors occur and what causes these errors areworth studying. Based upon such understanding，thispaper first makes differences between errors and mistakes，and then probes into the roots that causes theses error. Apart from the interlingual andintralingual interferences，other factors like teacherand teaching methods are also included. is a very important factor that influences the second language acquisition. This paper tries to present languagetransfer phenomenon via analysis of students’compositions and offer suggestions on improving the teaching of writing.Key words：error analysis，composition，teaching of writingIntroductionError analysis is an important component of studyof second language acquisition. The research involvestwo aspects：pedagogical and theoretical. The former is to classify errors and come up with strategies tocorrect errors，while the latter is to find the nature and profound reasons of error .The traditional error analysis before 1970s is confined to collect common errors and classify them linguistically ，which helps to determine the sequence of teaching and content of teaching points，evaluate learners’level. The appearance of Corder’s The significance of Learners’Errors in 1967 marked the beginning of modern error analysis. The attitude towards error has greatly changed. Errors are unavoidable during second language acquisition and even necessary. Error making reflects supposition of target language. Error analysis is not only to improve teaching，but to explore psychological process of language learning. The flourishing of research on error analysis during 1970s holds the view.Much study on error analysis is followed，thus produce many terms such as interlanguage，fossilization etc. Different ideas on methods of error analysis and classification of error are put forward.Error-making is unavoidable in second language acquisition. First，the difference between error andmistake should be made clear. Errors refer to ones resulting from inadequacy of target language. Mistakesare ones caused by other factors，such as anxiety，inattention，carelessness. This paper focuses upon errors committed by students in compositions..Writing competence has been considered as importantin second language acquisition. The author analyzes students’compositions ，identifies error types andoffer error commission frequency，which can bereferences for teaching of writing. Previous study on errorBased upon the characteristics of interlanguage，Corder categorizes errors into pre-systematic errors，systematic errors and post-systematic errors. In broad sense，errors can be divided into competence errors and performance errors. Learners usually can correct by themselves performance errors instead of competence errors.However error is dealt with，the purpose is to grasp the target language well. Error is part of feedback as well as results of test，which promotes us to discover problems and improve quality of teaching .The procedures of error analysis is as follows：select corpus；identify errors；classify errors；explain reasons of error making；evaluate for the sake of teaching.These figures are far from full mark 15.This demonstrates writing competence needs badly improvementand shows students’disability in writing. The teaching of writing is worth approaching. Writing level reflects to some degree the command of English. Many people attempt to analyze writing and approach teaching viaerror analysis theory.MethodThe qualitative method is employed in the research.80 compositions of non-major students are collected for research. The compositions are finished under natural circumstances. Students are not told beforehand their compositions will be for research use. In this way can some tendency be avoided. Their language output through composition will be objectively observed and described . Interview of 10 students are arranged.Overgeneralization appears due to incomprehensive understanding of language rules. When students master some rules，they will apply rules to every similarsituations. For instance，past particle is one of the typical overgeneralizations errors committed by students. Therefore，these errors belong to intralingual errors.Most students tend to commit errors ofsimplification for the sake of carelessness or unconsciousness. For instance，the omission of theplural markers following the noun can be termed redundancy reduction as no information is lost.Wrong analogy is interlingual errors. Some terms or phenomena are not universal in all cultures. For the lack of target culture or linguistic knowledge，students tend to borrow similar culture phenomena to replacethat of target culture. Cultural peculiarity is the typical reason for coming up with wrong analogy.The percentage indicates that students tend tocommit interlingual errors more than intralingual errors. Interviews with students indicates they often commit another two types of error：communication-based error and induced errors. The former emerge for students incorrectly labels an object but successfully communicates a desired concepts. The latter happen as a result of teachers’misleading some similar concepts orsynonymy.Reasons of error makingError making involves several factors：linguistic level，pragmatic competence，psychological state. The teaching of writing should take these factors into consideration. Research on students’psychology is needed.Attitudes towards errorLarsen-freeman stated errors should be avoided，for errors lead to ill habits. Therefore，teachers should deal with them immediately when errors occur. However ，this attitudes tend to make students anxious andnervous for fearing error-making，thus not beneficial to language acquisition . Then no error correcting is advocated. Students should speak or write fluentlywithout being disturbed by error-correcting. It is believed that errors will disappear during the processof acquisition. On the contrary，the phenomenon “fossilization”emerge. Students will not progressfurther with faulty concepts on target language. Appropriate ways to correct errors are necessary tomake students acquire language better. People advocateerror correction，but error correction should not occur at any time or anywhere. It depends on situations or people or necessity.ConclusionWriting is a process of expressing thoughts and views and process of error correcting. Errorpresentation acts as the basis of judging andexplaining errors. Therefore，error analysis is like a facilitator. For one thing，error analysis helps us to understand learners’English level，error types，error features and difficult points with the effective teaching. Second，tolerance towards error is necessary. Cultivation of interest is more important than error correcting. Third，error analysis make us observe and understand teaching methods，way of thinking and how they apply language supposition rules and regulate and compare these rules，factors that influence writing. Finally，error analysis is a kind of test of language supposition rules . Error appearance indicates that learners are testing actively what they have learned，so it is not necessary for teachers to exaggerate and emphasize errors resulting in anxiety and nervousness oflearners. In this way can students treat writing asnot terrifying. They would like to try instead of avoiding making errors. Error is interlanguage.Continuous error making and correcting make themapproach target language gradually. Error appearanceoffer students chances to correct and comprehend errors. Suggestions on teaching of writingThis paper tries to explain the five critical principles which have been beneficial to my ownapproach to error analysis in English writing and to convince that preoccupation with error is unnecessary，and even counterproductive：first，by reviewing typical problems of English writing ；second，by suggesting ways to make error analysis both more manageable for teachers and more beneficial for their students.understanding the student’s intentionBefore marking any errors in a students’composition，read it carefully ，try to understand the students’intentions in writing it，and respond it in a reasonable way. Many students are so preoccupied with error that they begin editing almost from the moment they begin writing. Afraid of making mistakes they areunable to make meaning and develop ，shape，andstructure their ideas. They are hindered so that theycan not write and arrange logically.setting priority for analysisAnalysis is of primary importance. When teachers set priority for analysis，be sure that they are consistent with their own teaching. Criticism is not ultimate goal. Encouragement is of importance to students. Errorcorrecting should be dealt with in a cautious waywithout discouraging students.1.looking for patterns of error，finding the rootor reason of errors is followed. Make sure anypossible reason are taken into account and thenrelatively important reasons are listed. Talking with students will do good to teaching. We may comprehendwhat take place when students write. This effort will give a hint to our teaching of writing.2.Setting reasonable goals for improvementThis principle is related to the teacher’s role in guiding the improvement of their students’writing. Set reasonable goals for improvement，and frame youranalysis in terms that will encourage your students toset their own goals for improvement. Most of us recognize that errors are a necessary part of learning and writing.3.Helping students to objectify their impression of writing.The teacher’s responsibility is to discriminateerrors caused by the physical and conceptual demands of writing itself and those related to individuallinguistic competence.References：[1]Larsen-Freeman， D. Techniques and Principles in LT [M].Oxford：Oxford University Press，1986.[2]James， C. Errors in language learning anduse-Exploring error analysis[M]. London：Longman，1998.[3]Diane Larsen-Freeman Michael H. Long An Introduction to Second Language Acquisition Research[M]. Foreign Language Teaching and Research Press，2000.[4]Corder，S.P. The significance of Learner’s Errors [J].International Reviews of Applied Linguistics，9，1967：149，59.[5]王初明.应用心理语言学[M].长沙：湖南教育出版社，1990.[6]郝兴跃《论二语习得中的错误分析》山东外语教学，2003（1）柯细香（1975～），副教授，硕士研究生，研究方向：翻译与教学法希望以上资料对你有所帮助，附励志名3条：1、积金遗于子孙，子孙未必能守；积书于子孙，子孙未必能读。