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(James, 2001).
In fact, a considerable amount of studies have been done on the analysis of errorsin the writings. Some of the researches merely keep attention on one kind of errorssuch as errors of articles, prepositions, or collocations, etc. Yet some only showconcern for the proportion of the errors. Apart from that, the subjects of the previousstudies consist of English major, non-English major students, vocational and technicalcollege students, high school students and many others. In fact, most of the researchof EA in China has taken monolingual learners as their subjects, whose EFL learningprocess can be listed as follows: (Shu and Dai, 1994; He Anping, 2001etc.)

1.2 The Research Significance and Purpose
Xinjiang is a region with 47 ethnic groups, and half of the students in universitiesare ethnic minority students (in this study, Ethnic Minority Students refers to thosestudents except Han and Hui students). The ethnic minority students have their ownlinguistic and cultural backgrounds. Besides their mother tongue, they speak Chineseas their second language. For ethnic minority students, English is their third language.Through learning Chinese, they have gained broad language learning experience andformed their own language learning methods. What types of lexical errors will theycommit in their writing? It is necessary for English teachers to have an idea of lexicalerrors made by ethnic minority students. Therefore, the research of lexical errorsmade by ethnic minority students would be conducive to their English learning, andbased on the analysis it is expected to give some constructive suggestions to Englishteaching in Xinjiang. The present research, through examining the underlying sourcesof the lexical errors and exploring the overall pattern of their vocabulary learningstrategies, is hoped to help ethnic minority students to promote their English lexicallearning, make their English vocabulary acquisition more efficient and offer somesuggestions for English teachers in Xinjiang, especially those who teach ethnicminority students.

Chapter Two Literature Review

In this chapter, the related theories including CA (Contrastive Analysis), EA(Error Analysis), and IL (Interlanguage) will be reviewed. Then it gives anintroduction to some literature concerning learning strategies. And the previousstudies on the analysis of lexical errors of EFL (English as a Foreign Language)learners are also mentioned.

2.1 Contrastive Analysis
Under the influence of Behaviorism, researchers of language teaching developedthe method of Contrastive Analysis (CA) to study learners’ errors. According toLongman Dictionary of Language Teaching & Applied Linguistics, ContrastiveAnalysis (CA) refers to the comparison of the linguistic systems of two languages, forexample the sound system or the grammatical system (Richards, Platt and Platt,2000:103). The process of CA is to set up the linguistic differences between thelearners’ mother tongue and the target language so as to identify the areas ofdifficulties or make a prediction of what problems the learner of a particular L2 wouldconfront. The CA had a strong form and a weak form. The strong form claims that allL2 errors can be predicted by identifying the differences between the target languageand the learners’ first language. The weak form holds that errors can be explained bydescribing the simila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。