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s are not useless any more. They have become significant symbols for theresearch. Learners’ errors reflect the process of SLA, according to which teachers can comeup with some corresponding teaching methods.Since the 1960s, British applied linguist Corder has published a series of articles aboutErrors Analysis. In the 1970s, Corder defined Errors Analysis as an important researchmethod and he put forward the Errors Analysis Theory. In his seminal works The Significanceof Learner’s Errors published in 1967, he pointed out that “Error is inevitable, and is part ofthe learning process that is inevitable.” (Corder, 161-70). From then on, the Errors AnalysisTheory has formed officially. Errors Analysis is an analytic method which is based oncreative structures and studies the learners’ errors in the process of learning a foreignlanguage. It doesn’t mean failure to make mistakes in learning a second language. Instead, itreflects the learners’ assumptions to the target language. Deviation will appear only whendiscrepancy with the target language system occurs.
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1.2 Interlanguage Theory
The earliest formulation of the notion interlanguage was proposed by Corder (161-70).He suggested that the errors of a systematic kind made by second language learners providedevidence of the nature of “transitional competence”, that is, the grammar or rules a learnerused in producing sentences in the language he was learning (Corder 161-70). In 1972, theconcept “interlanguage” was raised formally by Selinker (209-31) in his paper Interlanguage,and the important position of “Interlanguage” has been confirmed since then. Interlanguagetheorists suggest that in the process of learning a second language, the learners have formed aunique language system between the first language (FL) and the target language (TL) bysome learning method on the basis of target language input. And thus the learners havepresent a developing process approaching to the correct forms of target language with thedevelopment of learning. To achieve the level of the target language, we must go through theinterlanguage stage.Interlanguage is the basis of Error Analysis. Selinker(209-31) believes that Interanguageis a unique language system between learners’ native language and target language, and it isalso a special language system created by SLA learners. The whole learning processaccompany with mother tongue transfer and overgeneralization of target language rules forSLA learners. In this way, a series of intermediate language which is like but always differentfrom the native language and target language will occur. And this kind of language has itsown variability. Selinker not only emphasized the existence of Interlanguage in the process ofSLA, but also elaborated the causes of the occurrence of Interlanguage. He thought thatInterlanguage occurs because of language transfer, overgeneralization of TL rules, SLAstrategy , training transfer and communication strategy” (Selinker, 67-92).
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Chapter Tree Research Methodology............19
3.1 Research Questions............19
3.2 Subjects....19
3.3 Instruments....... 19
3.4 Procedures.........20
3.5 Data Analysis....21
Chapter Four Results and Discussion........... 22
4.1 Writing Tests.....22
4.2 Error Types of Verbs in Student Writing.....23
4.3 Causes of the Errors......... 32

Chapter Four Results and Dis