. For example: civilization, advanced, etc. compound with suffix –ization and –ed respectively. Students apply such rules to other nouns or adjectives, such as Europeanization style and advantaged, which do not exist in English. The right forms are European style and advantageous. In order to express new ideas, learners use the preciously available strategies in new situations, but often make errors. Clearly these errors are not due to the interference of the native lang uage, or their intuitions, or even some communication strategies in other situations.
The lexical errors occurred in the compositions, some belong to the interlingual errors, and some belong to the intralingual errors.
II Three Major Types of Lexical Errors and the Relevant Statistics
From the perspective of epistemology, the lexical errors result from learners' linguistically ignorance and incomplete knowledge. There are two forms of expressions of linguistic ignorance or incompleteness: one is silence and avoidance, which can only be recognized when talking face to face; the other is substitution, that is, due to the ignorance of language learners, they can only use other expressions. Therefore, the lexical errors in those compositions refer to the substitution errors. This thesis classifies the lexical errors into three major types: morphology errors, collocation errors and diction errors.
2.1 Morphology Errors and the Relevant Statistics
Morphology errors include spelling errors, word-formation errors and capitalization errors. Due to the fact that these compositions were written by the junior English majors, the morphology errors appeared not very often, but still existed.
2.1.1 Spelling Errors
Spelling errors, to some extent, relate to the Chinese, because Chinese isn’t phonetic writing, and language learners often ignore the phonetic forms of English words. Of course, carelessness is another factor. In the compositions, the spelling errors are not very often. One reason is that they are English majors who have been learning English for at least ten years. Another reason is that their compositions were accomplished by using computers, which have the function to check the spelling errors. However, the spelling errors still exist in their compositions.
The following table is about the spelling errors that students made in their compositions.
Table 1 Spelling Errors
Frequency Words Frequency Words Frequency Words
2 TWO 1 LIBRARY 1 FOR
1 LITERARY 1 PILLAR 1 LATEST
1 TERRORIST 1 LAB 1 MEMBERS
1 VASE 1 INTERNET 1 WEIGH
1 IMAGINE 1 CRADLE 1 WORK
1 FIRST 1 INSPIRE 1 DOS
1 BUT 1 DIFITAL 1 HOWEVER
1 STATEGY 1 EXPECT 1 THING
1 RELY 1 THOUGH 1 STATUS
These spelling errors are wrong as follows:
a. add vowels: rely > relay, library > libarary, dos > dose
b. lack vowels: terrorist > terrists, first > fist, imagine > imagin
c. vowel errors: for > foe
d. exchange vowels: two > tow (2 times)
e. add consonants: latest > lastest, weigh > weight
f. lack consonants: though > tough, thing > ting, however > hoever
g. consonant errors: expect > expert, lab > lad, pillar > pillow, but > bur, status > statue, literary > literal
h. the others: vase > vassal,
strategy > strat egem, internet > internal, cradle > cimabula, inspire > inspirit, digital > date, members > numbers, work > walk
2.1.2 Word-formation Errors
In thes
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