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from  the  prospective  of  grammatical  structure,  the  two  languages  have some differences. One significant difference is that there is only one predicate verb in an  simple  English  sentence,  while  the  number  of  predicate  verb  in  an  Chinese sentence  is  not  limited.  So  when  there  are  more  than  one  predicated  verbs  shown  in the  Chinese  sentence,  conversion  has  to  be  used.  And  since  English  is  a  static language, V-N conversion could be a major choice.  

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2.2 Instrument 
In the thesis, two corpora and one analytic tool are employed. The two corpora are  the  sub-corpus  of  PACCEL-S  and  the  BNC.  The  analytic  software  is  Ant Conc. Here represents the brief introductions. Established in 2009, the PACCEL is the first and largest Chinese ELF learners’ corpus in China. It is a parallel corpus formed by two parts: the PACCEL-S and the PACCEL-W.  The  total  capacity  of  the  corpus  is  2,100,000  tokens.  (Wen  Qiufang, Wang  Jinquan,  2009).   As  the  thesis  focus  on  C-E  interpreting,  the  author  chooses some samples of C-E interpretation from the PACCEL-S.  There are 24 Chinese sentences in the interpreting part of the TEM-8 from 2003 to 2007. After observing all of them, two words,chuang4xin1（创新）  and fa1zhan3（发展），  are selected from the text of the TEM8 2007 as the nodes. The words are underlined and bolded in the following sentence: 他们的团队合作和创新精神，是宏业公司得以不断创新和发展的真正源泉。 This  sentence  is  the  fifth  sentence  of  paragraph  three  in  the  sub-corpus 2007CEEN of the PACCEL-S. The full passage is shown in the appendix A. To avoid the nodes in other context, the author selects the learners’ interpretation text of the chosen sentence to create a new sub-corpus. There are totally 192 samples in the new sub-corpus. The sub-corpus is named 2007CE. As we can see in the figure 2,  searching  concordance  of  CE5  (head  tag  of  each  sample),  it  shows  191 concordance hits. 
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Chapter Three Error Analysis ....... 7 
3.1 Collecting Samples .......... 7 
3.2 Identifying the Errors ..... 10 
3.3 Describing the Errors ..... 11 
3.3.1 Comparison .......... 11 
3.3.2 Classification ....... 11 
3.4 Explaining the Errors ..... 16
3.5 Evaluating the Errors ..... 19
Chapter Four Conclusions .......... 20
4.1 Major Findings ..... 20 
4.2 Pedagogical Suggestion .......... 20 
4.3 Limitations and Suggestions ............ 21 

Chapter Three Error Analysis  

In order to throw some light on teaching methods, contrastive analysis and error analysis  will  be  used  in  this  chapter.  In  terms  of  contrastive  analysis,  the  thesis  will presen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。