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.When asked about the biggest problem in writing, the majority of the students reportthat the lack of vocabulary directly affect their writings. And this is common amongcollege students, especially the non-English majors. When the teacher assigns awriting task to the students, most of them don’t know what to write about and how towrite it. The majority of the students just think of some Chinese sentences first and then translate them mechanically into English. So there are many typical Chinglish (ablend of Chinese and English) phrases or sentences in their writings. Even somestudents have no idea about what they have written down. In grading their papers, thewriter also finds that there are so many errors in their writings, such as spelling errors,errors in word order and part of speech, substitution, absence, redundancy, repetitionand ambiguity. And these errors have aroused the writer’s interest. Why do studentscommit so many errors? What are the possible sources of these errors? Are there anyassociations between these errors? Which category of errors occurs most frequently instudents’ writings? In order to work out answers to these questions, the writer choosesher first-year non-English major students as the subjects and researches into theirwritings in this thesis.

Chapter Two literature review

This chapter will present a brief literature review of the current study andrelevant theories. They are mainly the different definitions of errors, distinctionbetween “mistake” and “error” and the background, definition, procedures andlimitations of error analysis. Taxonomy of errors and related studies of lexical erroranalysis will also be mentioned in this chapter.

2.1 Definition of Errors
Before carrying out error analysis, it is crucial to define errors first. Concerningthe definition of errors, different researchers hold different ways in defining errors fordifferent purposes. Dulay et al. (1982: 138) defined errors as “the flawed side oflearner speech or writing; They are those parts of conversation or composition thatdeviate from some selected norms of mature language performance”. In this definition,“flawed side” and “deviate from” both indicate that what the learners say or write arenot correct. According to Lennon (1991: 182), “errors are linguistic forms orcombination of forms, which would not be produced by the speakers’ native speakercounterparts”. This definition concludes that native speakers of certain languageusually do not produce such utterances. And they will not accept such utterances ascorrect forms, because these utterances are inappropriate in real-life discourse.Friedenberg (1991: 55) provided us with another definition, “Errors are deviations inpronunciation, structure, or vocabulary which is considered to be abnormal by adultnative speakers”. In other words, native speakers, usually adult, will consider thosedeviations in pronunciation, structure and vocabulary to be errors, which areunacceptable according to their knowledge. L2 learners tend to misuse ormisunderstand the target language, sometimes grammatically, sometimespragmatically. Seeing that the learners can not understand the target language totally,they frequently use or understand the target language in a wrong way, thus they willmake so many grammatical as well as pragmatic errors in their speeches and writings.
Even though there are so many definitions of errors provided by differentlingui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。