原创优秀英语教学毕业论文范文 [2]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-21编辑:黄丽樱点击率:26309
论文字数:5411论文编号:org200904212145352225语种:英语 English地区:中国价格:免费论文
关键词:English languageEnglishvocabularyanalysistypes
learners’ errors. To err is human, to forgive divine. During the process of foreign la ocus in second language acquisition research, it will concentrate on production errors.
1.2 Overt Errors and Covert Errors
Error analysis theory need explain the second pair of terminology— “overt errors” and “covert errors”. Corder (1971) puts forward that “overt errors” refer to errors of language forms deviant from the target language, and “covert errors” occur in utterance are superficially well-formed but which do not mean what the learners actually mean.
The appearances of some overt errors are affected by mother tongue. There are some examples in students’ compositions:
(1) If you are a honest man, others can trust you. (an)
(2) In China, there is a old saying “women is half of the sky”. (an)
(3) In this comedy the four heroine are all successful. (heroines)
(4) In order to make lives happier, husband and wives should devote something to their families. (husbands)
Clearly these errors are due to the interference of the native language. In English, we must use the article “an” in front of a vowel instead of “a”, just as examples (1) and (2). And we must add “s” after a plural noun in English, like (3) and (4). In Chinese, however, there are no such rules. Therefore, learners usually misuse or forget the rules in writing because of the interference of mother tongue.
Covert errors are also named “pragmatic errors”. For examples: “Stand up and I want to talk to you.” This sentence seems correct grammatically, but when a younger talking to an elder in this way, which isn’t appropriate for semantic and context. Such error is known as “covert error”.
This thesis mainly analyzes and explores the lexical errors which occurred in students’ compositions. Therefore, lexical errors belong to the overt errors, and have relevance to the influence of mother tongue to some extent.
1.3 Interlingual Errors and Intralingual Errors
The third pair of terminology is interlingual errors and intralingual errors in the error analysis theory. Brown (2000: 213) restated the differences between these two kinds of errors: “interlingual errors” mainly result from cross-linguistic interference at different levels, that is, learners have already mastered their native language, during the process of learning the target language, who interfered by the native language, then result in language errors. The classification of interlingual errors generally adopts the classification principle of “transfer errors”, because transfer errors are usually regarded as the same kind of interlingual errors. Selinker (1992) points out that “structural transfer” refers to learners who make errors for adopting the grammatical features of native language when using target language. There is an example from a student’s composition: whatever their goal is, they must through their honest effort to achieve it. This sentence was interfered by “他们必须通过自己的诚实劳动去实现目标。”. In Chinese, “通过” is a verb, while “through” in English can only be a preposition, an adjective or an adverb. In students’ compositions, many errors result from interlingual interference.
According to Brown (2000: 213), “intralingual errors” mainly result from faulty or partial learning of the target language, independent of the native language. There are learning strategies-based errors and communication errors. Richards (1974) pointed out that “overgeneralization” is a kind of chief cause of “intralingual errors”
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