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p;     4.1.2 Grammatical Errors ..................................29-36
    4.2 The Main Causes of Errors.................................. 36-40
        4.2.1 Interlingual Transfer ..................................36-38
        4.2.2 Intralingual Transfer ..................................38-39
        4.2.3 Others ..................................39-40
Chapter Five Concluding Remarks ..................................40-42
    5.1 Major Findings ..................................40
    5.2 Pedagogical Implications.................................. 40-41
　　5.3 Research Limitations ..................................41-42
　　

　　Chapter Five Concluding Remarks评论

　　
　　5.1 Major Findings主要成果
　　In the study, the author mainly focuses on the analysis of errors committed by grade two studentsin senior high school. Errors in this paper can be classified into lexical errors, grammatical errors,punctuation errors and capitalization errors on the basis of quantitative and qualitative analysis . The mainsources of errors are language transfer including interlingual transfer and intralingual transfer.Interlanguage transfer is the interference from language learners’ mother tongue. Overgeneralization andfalse concepts hypothesized are mainly discussed in the intralingual transfer.

　　
　　5.2 Pedagogical Implications启示性
　　Both teachers and students should have correct attitudes towards these errors, since errors areinevitable in the SLA and reflect that foreign learners are experiencing an active learning process.Regarding to those errors caused by interlingual interference, we can overcome them by strengtheningcontrastive analysis. Here contrastive analysis emphasized includes three aspects: contrast between Englishand Chinese languages, contrast between Chinese and western thinking modes, and contrast betweenChinese and western cultures.Firstly, teachers can use contrastive analysis properly to make a contrast between English andChinese language, including contrast of grammar, morphology, syntax etc. in foreign language teaching andfind language phenomenon produced by mother tongue interference and figure out the sources of errors. Bythis way, teachers can foresee possible difficulties which appear in students’ studies, thereby determine thekey and difficult teaching points to exclude mother tongue interference. At the same time, teachers shouldguide students correctly to understand the errors committed because of negative transfer. Furthermore,teachers should confine contrastive analysis to a certain range, don’t make students fall into the abyss ofexcessive contrast. SLA research shows that noticing excessively difference and ignoring commonness mayaffect the production and development of learners’ interlanguage.Secondly, teachers must make students clearly understand the difference of two thinking modesin order to make them get rid of the influence from Chinese thinking mode.Thirdly, contrastive analysis of different cultures is also crucial in addition to contrast of twokinds of language and thinking mode. Language is the carrier of culture. Many errors made by learners arerelated to the differences between Chinese and 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。