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of thesource of errors, James (1998) classifies the errors into three types: they are theinterlingual errors, the intralingual errors and the induced errors.Interlingual factors, also called negative transfer, indicate the interferencecoming from mother tongue in the process of the EFL learners SLA. That is to say,when the EFL learners have not yet given birth to the new language mechanism, it isquite possible that the previous experience in acquiring their mother tongue will havenegative influence on their SLA. In SLA, the intralingual errors may be caused in theprocess of acquiring the target language, which might be the errors resulted from theEFL learners’ learning strategy as well as the communicative strategy, which maymanifest the EFL learners’ transitional competence. In James’(1998: 189) opinion,there are five types of induced errors: 1) material-induced errors; 2) teacher-talkinduced errors; 3) exercise-based induced errors; 4) pedagogical-properties inducederrors; 5) look-up errors. The induced errors also can be referred to the errorsproduced by training factors. In other words, the induced errors are the result ofexterior factors.We suppose that there are two possible causes for this discrepancy: First, there isno corresponding syntactic structure of SM in Chinese, therefore, in some degree, it isnot easy for the Chinese students to grasp and use it freely, which results in thepurposeful avoidance of using this structure. And this deduction has been provedwhen making error analysis of the subjunctive mood.The reason for this phenomenon has much to do with our English grammarteaching, i.e. many teachers just summarize the SM as fixed sentence pattern:"if.+pp..., should/ would+pp." so as to strengthen the learners' memory. Accordingly,many drills are exercised. However, it is regretful that the effect is not satisfactory.Second, on the basis of the comparative study, the author puts forward hercountermeasures to overcome the obstacle for the Chinese EFL learners in theapplication of SM—the Task-based Language Teaching Approach (TBLTA).Furthermore, to testify the effectiveness of the TBLTA, the author carried out ateaching experiment, which lasts for four semesters, a relatively long time, among her100 non-major students divided into two groups: Tested Group and Reference Group.The TBLTA is applied to the TG; while the traditional PPP approach is applied to theRG. At the beginning and at the end of the experiment, comparison is carried out toindicate the difference between the two groups as well as the effectiveness of theTBLTA. During the experiment period, the change in each group is also explored soas to notice the improvement in the use of SM. The results show that the TBLTA isquite effective in the instruction of the English SM compared with the othertraditional PPP approach.

7.2 The Implication for the EFL Learning and TeachingEFL教学的含义

Firstly, based on the comparison of Chinese learner corpus and native speakercorpus, a dictionary on the use of high frequency English words should becomplied to assist EFL learning and teaching in China. This dictionary not onlyincludes the core use of the high frequency words, but the most common problemson these use with Chinese English learners. For example, the item of coordinator andshould include: the explanation of its use in 6 semantic categories in the sequence ofthe number of occurrence in native speaker corpus, and examples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。