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level of a secondlanguage learners,if they made errors in grammar or other aspects,then these causedby the learner's limited target language competence.Richard(1971)believes thatwhen a second language learner uses the target language to express languageknowledge or give a speech,native speakers or senior scholars of the target languageconsider he is wrong,then these language points are errors.Gui(1988)thinks makingerrors is a normal part in the language acquisition process,so errors are inevitable.Ellis(1994)defines error as the utterance that does not conform to the correct formand the context of the target language at appropriate time.James(1998)says that erroris the imperfect part of the target language using.Friedenberg(1991)argues thaterrors are the contradiction between the phonetic,lexical,and structural aspects in thetarget language and the standard form considered by native speakers.Errors that are content created by non-native speakers deviates from the target language form.

From above literature,it can be seen that error is of importance in languagelearning and teaching,and the author summarizes the same characteristics of errorfrom different definitions and there are as followings.Firstly,errors are considered asthe part that deviates from target language with reference to native speaker and seniorlearner.Secondly,error can reflect the target language competence of learners.Thirdly,error is inevitable,so its appearance is a normal phenomenon.

2.2 Theoretical Foundation

This study is based on Error Analysis and Interlanguage Theory.

2.2.1 Error Analysis

Contrastive Analysis emphasized that learners'language system can bepredicted by their mother tongue system and the target language system.Therefore,Contrastive Analysis was divided into strong version and weak version by Wardhaugh(1970).Strong version thought possible problems and difficulties in learning languageprocess could be predicted on the basis of the contrast between native language andtarget language.But weak version aimed to describe and explain the error’s causes onthe accordance of the differences between native language and second language.Gradually,researchers and teachers noticed that the predictions made by ContrastiveAnalysis did not seem to be effective in practice.Therefore,Error Analysis came intobeing and it inherited from the weak version.Teachers found out even if there aremany differences in target language and native language,which are not necessarilydifficult to learn.Likewise,many similarities in two languages do not mean easy.Contrastive Analysis held that all errors students made in the process of the secondlanguage learning would be caused by interference from Ll,which was unfounded,soError Analysis gradually came into being,and Error Analysis consists of five steps(1974)as followings.

The first step is to collect samples of learners’language.Learners’errors arecaused by different factors,so it is necessary to decide what type of languagematerials to collect from learners and how to collect samples.It is of importance tocollect materials and identify the categories of learners’language.In addition,themethod of material collection is also important.There are two ways to collect samples:natural sampling and induced sampling.Natural sampling can truly and timely collect the real language learning status of learners,but the samples collected usually cannotfully meet the re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。