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在这项研究中,作者主要集中在分析二年级学生在高中犯下的错误。摘要错误可以分为词汇错误,语法错误,标点符号错误和资本化错误的基础上,定量和定性分析。错误的主要来源是语言转移包括语际负迁移、语内转移。中介语转移是干扰从语言学习者母语。过度泛化和虚假概念假设主要讨论了英语内迁移。本文用 WordSmith 软件以错误分析、中介语、语言迁移为理论基础对河南师范大学附中高二 40 名学生汉-英翻译习题中出现的错误进行分析。

Chapter One Introduction引言

1.1Research background研究背景
The Ordinary Senior High School New English Curriculum Standards ( Experimental)(2003)illustrates that students’ intercultural communicative competence should be cultivated in senior high school.Intercultural communicative competence is the ability to do intercultural communication successfully.Intercultural communication should be taken on by translation. It is necessary for us to study translation inorder to pave the way for their further education.With the development of China, one important task of Chinese youth is to introduce our cultureto foreign countries.https://www.51lunwen.org/translation/ Therefore, the students should be able to cultivate their communicative ability andknow how to express our special culture in order to absorb more foreigners.Error Analysis as an important thesis of Second Language Acquisition (SLA) has positive effecton language teaching. Many researches on error analysis focused on senior high school students’ writing,while few on their Chinese-English translation. The  application of Wordsmith can provide quantitativeestimation on errors.

1.2 Research objectives研究目标
This thesis attempts to investigate translation errors in senior high school. The aim of this thesisis to classify translation errors and find out the cuases of these errors for improving students’ translationability. It also aims to give some suggestion to the English teachers who work in senior high school, toattract their attention to translation.

1.3 The structure of the thesis论文结构
This thesis is composed of five chapters. Chapter one illustrates the importance of this study.Chapter two introduces EA and the related theories such as CA, IL, language transfer, which providetheoretical support for the thesis. Chapter three describes research design, including research questions,subjects, instruments and procedures. Chapter four analyzes and discusses the data collected by Wordsmithand gets the types and causes of errors so as to find out the measures to correct students’ errors in theirtranslation. Chapter five draws a conclusion of the whole thesis and points out the limitations of the thesis.

Chapter Three Research Design..................................... 20-24
    3.1 Research Questions.................................. 20
    3.2 Subjects ..................................20
    3.3 Instruments.................................. 20
    3.4 Procedure ..................................20-24
        3.4.1 Data Collection ..................................21-22
        3.4.2 Classification of Errors ..................................22-24
Chapter Four Results and Discussion ..................................24-40
    4.1 The Main Error Categories and Analysis ..................................24-36
        4.1.1 Lexical Errors ..................................24-29
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