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ng. By analyzing the features anddifferences of the two languages, this thesis puts forward some teaching suggestions onnon-finite verbs’ teaching. It can both help teachers and learners in non-finite verbs’ teaching andlearning.

1.2 Need for the Study
Committing errors is an inevitable phenomenon in language learning, so it is important andmeaningful to analyze learners’ errors in their second language acquisition. Corder points outthat there are four aspects of meaning. Firstly, by analyzing the learners’ errors, teachers canknow how far it is from learners’ recent learning situation to their goals, and what content theyneed to learn. Secondly, errors provide evidence for researchers so as to illustrate the manners oflanguage learning and the strategies or procedures that learners adopt. Thirdly, making errors canbe regarded as a means of learning which can test the language rules that learners are learning.Fourthly, it is possible that making errors may actually help learners to learn when theyself-correct the errors they make.Non-finite verb is a critical part in English. Domestic and international researches onnon-finite verb mainly focus on the description of its specific usage and its syntactic function.There is little research on non-finite verb errors. According to some practical teaching andinterview from the students, we found that though they know the usage of non-finite verbs,learners have difficulties in using it. Most of time they avoid using it and use some shortcoordinative sentences instead which feel weak. The problem of using non-finite verbs is greatso it is necessary to solve it. The present study connects corpus with test, analyzing the errorsmade by non-English major college students when using non-finite verbs in Chinese-Englishtranslation. It hopefully seeks some sources of those errors in order to provide some inspirationon non-finite verb teaching.

Part Two Literature Review

The analysis of learners’ errors in foreign language teaching has made people have correctrealization about their errors, and it has found a clear understanding on how to acquire the firstlanguage and the second language. By studying the learners’ incorrect language behaviors whenusing their target language, researchers can obtain the evidences of how to learn or acquire alanguage and their strategies in language learning. For the teacher, they can know how muchprogress the learners made and what they need to learn. The analysis of learners’ error isbecoming more and more popular in applied linguistics.

2.1 Error Analysis Theory
EA is defined as “the study and analysis of the errors made by second and foreign languagelearners” (Richards, 1985). As an essential part of applied linguistics and SLA, error analysistheory has its complete systems and rich contents. Some experts have employed someapproaches to analyze errors that made by second language learners. This part focuses oncontrastive analysis and error analysis which are the two approaches to error analysis.

2.1.1 Contrastive Analysis
CA—the comparison of the linguistic systems between two languages — has beenregarded as an earlier approach to the prediction of learners’ problems and explanation of theirerrors made in the process of second language learning. The origin of such approach can betraced back to the 1950s, when the American structuralists advoc本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。