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众所周知，人不能LEAM任何语言，没有犯下错误。Dulay和Burt（1974）提出，“你可以不学习没有消磨，这似乎是一个不可避免的现象，犯的错误中学习外语。本研究的基本目标是揭示动词错误反映在学生作文中检测的难点，努力在大学生写作模式。在本章中，我们将提供本论文的基本信息奠定了研究背景，研究目标，以及其组织。
As is known to all, man can not leam any language without committing errors.As Dulay and Burt (1974) put, “You can not learn without goofing.，， It seems anunavoidable phenomenon to commit error in learning a foreign language. Theunderlying objective of the present research is to reveal verb error patterns reflected instudents' compositions in an effort to detect some difficult points in college students'writing. In this chapter, we will provide the basic information of this dissertation bylaying out the research background, research objectives as well as its organization.

1.1 Background of the Research
写作能力已被列为英语的目标之一，作为一门外语（英语）教学程序，有其自身的特点，写作穿透人英语学习的各个方面，以及综合运用其他技巧，如听，说，读等，如今，人们逐渐被越来越多的关注的事实，中国学生的英语写作表现强差人意。学生的写作中存在的问题之一是，他们犯的错误块先进的语言表达，从而形成进一步FTIR技术进行深度剖析他们的英语学习的障碍。在事实上，学习的书面形式是一个缓慢的的和艰巨的的试用-和-错误的的的的的测试的学习者'的发育的内置-语言的系统中的的。学习者的错误可以被收集，识别和纠正的概念抛出一些轻内学习者的系统化运作，导致学习者的错误，以科学的研究。
Writing competence has been listed as one of the goals in English as a foreignlanguage (EFL) teaching program which has its own features in that writing penetratesalmost all aspects of English learning as well as the comprehensive use of other skillssuch as listening, speaking, reading, etc. Nowadays, people come to be more andmore concerned with the fact that English writing performance of Chinese students isfar from being satisfactory. One of the problems in students' writing is that the errorsthey commit block advanced language expression and thus form a barrier to fiirthertheir EFL learning. In fact, learning of writing is a slow and arduous trial-and-errortesting of learners' developmental built-in system of language. The notion that theerrors of learners can be collected, identified and corrected throws some light onsystematic operation within the learner, leading to the scientific study of learner'serrors.
In English writings, verb is the most active part in sentence for expressing an action,an occurrence, or a state of being. F.R.Palmer (1965; 5) suggests that "learning alanguage is to a very large degree learning how to operate the verbal forms of that language." In various languages, verb is inflected for tense, for voice, for mood, or foraspect. Since there are no verb inflections in Chinese, some linguists agree that thereare no tenses in Chinese (Lyons, 1977: 23). In view of the non-equivalence in Chineseand in English, it is not surprising that the expression of time through verbs is one ofthe most puzzling and problematic domains in Second Language Acquisition (SLA).Some researchers also find that non-native speakers are strongly influenced by use oftenses of their first language when they are trying to understand temporality of thesecond language. In English, two of the most important grammatical systems forexpressing temporal concepts are tense and aspect. Tense is a deictic category thatlocates the event in time, whereas aspect characterizes the internal temporality of thatevent (Comrie, 1976: 8; Comrie, 1985: 5). In the last two decades, this area hasreceived extensive linguistic analyses, but it seems that fewer researches have beenconducted focusing on the distribution of all the tense errors committed by Chinesestudents based on corpus.
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