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Part 1 Introduction

1.1 The Problem
The study is mainly about the analysis the interlanguage, especially the erroneous expressionsfrom the semantic views.Firstly, as we know, continuum is the main focus in the study of interlanguage and semantics ismainly about “meaning” in any language. They seem irrelevant on the surface. When erroneousexpressions occur, correcting the errors is our first choice, but all errors can be explainedreasonably by the traditional research methods? The error itself is the only issue that we shouldpay attention to? When some errors can not be explained, the most researchers usually put themaside. But from language communication, the meaning is the key, and the analysis ofinterlanguage from the point of meaning is often ignored. Secondly, if the erroneous expressions in interlanguage are analyzed from semantic views,choosing the proper semantic views to analyze is necessary. There are many works onsemantics appearing in the western world. Geoffrey Leech (1990) proposes seven types ofmeanings, namely, conceptual meaning, connotative meaning, stylistic meaning, affectivemeaning, reflected meaning, collocative meaning and thematic meaning. Lyons (1995)emphasizes lexical meaning, sentence meaning and utterance meanings along with many otherrelated theories. In his book, the lexical meaning might seem the most important. There aresome conditions that may veil the meaning, and cause the ambiguity. They are homonymy—aword that sound the same or is spelled the same as another word but has a different meaning;polysemy, the fact of having more than one meaning; and synonymous, the different wordshave the same meaning. These can make us misunderstand the interpretation of meaning.
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1.2 Research Questions and Objectives
As mentioned above, meaning is the core that is interrelated with the interlanguage andsemantics, but the study of interlanguage is mainly focused on the comparison of two languages,and the main field of semantics is the meaning, so the study about the combination ofinterlanguage and semantics is rarely discovered. Therefore, this paper mainly uses writing toanalyze the interlanguage errors. There are many traditional approaches to deal with the interlanguage errors, such as linguisticcategory and Selinker’s five central processes (1972). However, there are some erroneousexpressions that can’t be explained clearly and comprehensively by traditional approaches. Ifthe erroneous expressions are needed to be explained more comprehensively, the semanticviews are considered to adopt. The following is the research questions, and the author will dealwith them.
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Part 2 Theoretical Framework and Related Literature

2.1 Theoretical Framework
Contrastive Analysis and Error Analysis are two main theories in interlanguage. In the 1950s,Robert Lado (1957) studied the errors of language learners systematically, and generated theearly theories of error—Contrastive Analysis. From then on, researchers pay more attention tolearners’ language. In the late 1960s to the early 1970s, people have shifted interest and focus tothe error itself that the second language learners made, so Pit Corder published the paper TheSignificance of Learner’s Errors in 1967, which marks the second language acquisition rese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。