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Conclusion

Due to some objective factors, the present study still has some limitations.Compared with other corpus, the standard in CLEC may not be highly uniform, sothe reliability may not be completely secure. The present research is semi-automatic.For the data, they are retrieved from computer and with the concordance softwareMyFinder and WordSmith. The data are then further marked and analyzed manually, inwhich some subjective factors are unavoidable. Despite all the efforts made by theauthor, there are some limitations in the classification of redundancy errors. Only threetypes of redundancy errors are focused on, which may not cover all cases. With thedifferent classification criteria, the studies on redundancy can also take from otheraspects, and its reliability also need more supports.Another thing is that the recorded samples in CLEC cannot review the dynamics oflearning and keep up with the natural development of Language. Also it cannotdistinguish errors from mistakes.All these defects would inevitably interfere with the present study.
In the present study, we only make a horizontal analysis which center as languageerrors. By horizontal analysis, we only know the relationship between errors committedby five kinds of learners. It's hoped that there is another chance to trace a group oflearners to make a longitudinal analysis. Longitudinal analysis is centered on learners, which aims to trace the development of the same group of learners at different stages.In addition，the present study is limited in some ways. We hope that futureresearchers can make up what the author hasn't done. It's highly suggested that thefuture research on redundancy can be done from other perspectives, such ascross-cultural communication, cognitive linguistics, and so on. In a word, researchersshould build on what our predecessors have accomplished and stand ready to exploreinto deeper arenas rather than lulling themselves into the complacency of the presentachievements.

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