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rities and differences between the two languages. In the 1950sand 1960s, CA was the favored paradigm for studying FL/SL (Foreign Language/Second Language) learning and organizing its teaching (James, 2001:4). However, bythe late 1960s and early 1970s, the CA approach met severe challenges becauseempirical research seemed to prove that it is not always true that differences betweennative and target language result in errors through negative transfer, nor is it true thatthe mother tongue is the sole source to explain errors. Then CA gradually yielded toError Analysis and Interlanguage studies.

Chapter Three Research Design and Methodology ...........41-46
    3.1 Research Questions........... 41
    3.2 Subjects........... 41
    3.3 Methods and Instruments........... 41-45
        3.3.1 Data Analysis ...........42
        3.3.2 Writing tasks...........42-43
        3.3.3 Questionnaire ...........43-44
        3.3.4 Interview...........44-45
    3.4 Research Procedure........... 45-46
Chapter Four Results and Discussion...........46-62
    4.1 A General Description ...........6-47
    4.2 Analysis of Lexical Errors........... 47-52
    4.3 Overall Frequency of the Use of Vocabulary...........52-55
        4.3.1 Use of Management Strategies ...........53-54
        4.3.2 Use of Language Learning Strategies........... 54-55
    4.4 Underlying Sources of Lexical Errors........... 55-61
    4.5 Summary ...........61-62
Chapter Five Conclusion........... 62-68
    5.1 Major Findings of the Study........... 62-63
    5.2 Pedagogical Suggestion........... 63-66
5.3 Limitations of the Present Study........... 66-68

Conclusion

As far as error correction is concerned, we should take both teachers and studentsinto consideration. As for the students, in most cases, most students do not go over thewriting before handing in, and also some do not make correction after getting thework back. They haven’t got into the habits of error correction, which undoubtedlywill lead to lexical errors. Ignorance of lexical errors such as improper choices ofwords or the unnatural way of expression will make it difficult for native speakers tounderstand them. Therefore, error correction is really necessary for the students toreduce the “erroneous forms” in their writing. Besides, teachers should also beinvolved in error correction. To improve students’ writing proficiency, it is importantfor the teacher to make special effort to help with student’s error correction.Generally speaking, it is difficult to overcome errors without much effort. Erroranalysis is a good way to understand students’ learning process. Teachers should makegood use of it and create conditions for overcoming errors. Errors should be treateddifferently according to different situations and the nature of errors. Besides, teachersshould not only try to apply effective teaching methods but also stress cultivatinggood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。