英语论文网

know the reasons that cause students’ misuse ofverb be, and change teachers’ traditional way of teaching English. By analyzing thetypes of misuse of verb be by Chinese English learners, an overall analysis will bemade on the appropriate teaching strategies to help learners improve their writingability and thus learn English well. And this will also be helpful for English teaching.We hope the study will contribute to English language teaching in China.
…………

Chapter Two Literature Review

2.1 Contrastive Analysis
Before the applied linguistics arose, people’s understanding of errors was not clear,and teachers used to avoid errors by their experience knowledge. After the SecondWorld War, linguistics and its branches gradually became independent disciplines(Wallance, B. 1983).Contrastive analysis can date back to the end of the 19thcentury. The Germanlinguist Charles H. Grandent(1892) has made a comparison between the phoneticssystems of English and German. The phrase “contrastive linguistics” was risen byAmerican linguist B. L. Whorf(1941). In the 1950s, many scholars tried to study whatpromote the learning process and what stop it. They regarded mother tongue as theformed habits and regarded the target language as the forming habits. They believedthat, by comparing the pronunciation, vocabulary and structure it was easy to find outwhat are difficult in learning a foreign language. And then the contrastive analysisarose. So the theory foundation of contrastive analysis is behaviorism andstructuralism of linguistics. This theory resulted in a global study which aimed toexplain the difficulty in learning foreign languages by comparing the structures of thetwo languages.
……………

2.2 Error Analysis
According to the contrastive analysis, errors that the students committed weregenerally considered as the result of the mother tongue inference, which covered somefactors that caused the errors. The aim of contrastive is to avoid the errors, which ismore important than identifying the errors. This resulted in that contrastive don’temphasize the identification of the errors.Error analysis theory first needs to distinguish “errors” and “mistakes”. Severallinguists (eg. Brown, Corder & James) define “error” and “mistake” from differentinsights. Brown (2000) explained errors and mistakes as follows: mistake refers tomake a slip of the tongue or make a mistake for choosing words at random, whileerror refers to the grammatically incorrect forms. Corder divided the so-called “error”into mistake and error. Later he divided errors into error of competence and error ofperformance, and divided error of performance into intralingual error and interlingualerror (1971). Besides, James (1998) indicated error and mistake more clearly: whileerrors defined as unintentionally deviant from the target language and notself-corrigible by the learner suggest failure in competence, mistakes as eitherintentionally or unintentionally deviant forms and self-corrigible suggest failure inperformance. A famous modern Chinese linguist— Hu Zhuanglin (2005) points outthat “error” is the grammatically incorrect form; “mistake” occurs when the languageis correct grammatically but improper in a communicational context. While errorsalways go with language learners, mistakes may also occur to native speakers.
…………

Cha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。