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and traceable.By analyzing the learners' errors, we may have clues about how language learnersacquire a second or foreign language. Corder made the first step in looking into thelaws of foreign language learning by the way of studying learner errors in 1967. Sincethen, many researchers became keen on the study of learners' errors，especially thestudy of lexical errors. Errors have both commonality and individuality. In terms ofcommonality, it refers that a large number of similar errors could be made by differentlanguage learners. In terms of individuality, it refers that while some errors can beconsidered as common，others are particular belong to individuals only. Besides thefeatures of commonality and individuality, systematicity is another evident feature.They are the embodiments of an underlying linguistic system of the learner during acertain period of time, which is the basis of the learners' production of his language.Therefore，an investigation of the errors is quite necessary and reliable. Error analysis,as a mean of studying learners' interlanguage, has its practical as well as its theoreticalvalues. Especially for the language teachers, the errors provide reliable evidence abouthow language is learned and what strategies the learners adopt in the acquisition oftarget language. All in all，error analysis may serve as a mean for providing empiricalevidence for the researchers and guidance to the teachers' future vocabulary teaching.

　　
　　1.2 Organization of the Thesis论文结构
　　Based on the purposes listed above, the tentative study involved in this thesis isdesigned to have an in-depth investigation of the lexical errors. It intends to collect thelexical errors made by the second or foreign language learners with an attempt toexplore the causes of the lexical errors. In correspondence to the causes, the practicalsuggestions will be proposed as guidance for teachers' future vocabulary teaching. Thetheoretical framework of this research comes from two perspectives: one is the theoryof error analysis, i.e. the identification of errors, classification of errors and evaluationof errors; the other addresses the vocabulary knowledge from the linguistic perspectiveand features of college English vocabulary teaching.This paper consists of seven chapters. In Chapter One，the significance andpurpose of this research will be introduced. Chapter Two reviews the present researchsituation both abroad and overseas in the field of error analysis and vocabularyteaching. In Chapter Three and Chapter Four, the basic concept of Error AnalysisTheory, as well as objectives and features of college English vocabulary teaching willbe briefly reviewed in these two chapters so as to pave the way to the empiricalresearch. Chapter Five and Chapter Six demonstrate the application of error analysistheory in college English vocabulary teaching by empirical research on the lexicalerrors. Following the procedures of error analysis, the study employs the test paper,questionnaire and interviews to explore the causes of lexical errors made by the collegeEnglish learners in order to find out solutions to reduce the lexical errors. Thus theimplications resulting from the exploration will be discussed in Chapter Seven. In thelast chapter, the overview of the research and the conclusion will be presented. Inaddition, the demerits of the research and potential future study will be pointed out atthe end of the thesis.

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