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tive analysis of lexical errors......... 24
4.2 A quantitative analysis of lexical errors......... 28
4.2.1 The distribution of lexical errors .........28
4.2.2 Analysis of lexical errors frequency......... 29
4.3 Relationship between the quantities of lexical errors .........31
Chapter5 Causes and Implication..........33
5.1 Analysis of possible causes of lexical errors .........33
5.2 Implication for teaching .........37
5.3 Recommendations for Further Study......... 38

Chapters Causes and Implication

5.1 Analysis of possible causes of the Lexical Errors
Interlingual errors are known as native language interference or transfer. The first language isa resource of knowledge which learners will use both consciously and subconsciously to helpthem sift the second language data in the input and to perform as best as they can in the secondlanguage(R-E!Iis,1999： 40). L2 learners usually improperly transfer word rules and meaning. If therequired second language knowledge is far beyond the reach of the learner, he will have to turn tohis mother tongue or any other previous language he has mastered. Two aspects show errors，if thestructures transferred from mother tongue match perfectly those of the target language, no errorswill arise and this phenomenon is referred to as positive transfer, and if the features of learnersmother tongue transplanted are inconsistent with those of the target language, errors will appear.This phenomenon is called negative transfer or interference, which restrains language learning. Inthis study, most learners only know Chinese meaning or pronunciation of words and guess theword form, thus lead to a lot of word spelling errors. For example, some students want to express he would said according to his own idea “You have grown fat these days.” instead of "Youare little overweight these days".
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Conclusion

Based on the theories about Error Analysis and CLIC corpus and self-made corpus, thewriter conducts a lexical error empirical study on high school students in western minority areas intheir writing. Corpus approach is adopted in the study. By a thorough analysis on the database of16286 errors of word form and lexical errors tagged as fm3，wdl, wd2, wd3, wd4, wd5,wd6, wd7 in small-sized corpus made by the author, the characteristics of errors committed byhigh school students in western minority areas are listed as follows:
1) Errors of word form and lexical errors are widespread among high school students.Spelling error, error of substitution and error of redundancy are the top three most frequentlyoccurring errors. The frequent occurrence of spelling error suggests that their vocabulary isrelatively limited. They do not enough language to express what they want to say in acomprehensible way. Consequently, students all turn to the simple sentences while fewer clausesare adopted in the compositions.
2) Among the errors committed by senior high school students in western minority areasexisting too many errors and the sources of these errors are too complicated. These errors includemiss writing, leakage to write, added, overgeneralization, compound and order etc. We haddiscussed the complicated errors res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。