英语专业不同年级学生英语作文错误分析 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-04-07编辑:lgg点击率:5187
论文字数:38547论文编号:org201704051904171757语种:英语 English地区:中国价格:$ 66
关键词:英语教学论文英语专业大学生三个年级错误类型
摘要:本文是英语教学论文,本文旨在比较研究三个年级学生的写作错误,但非历时性研究。
in language learning. Peng (2003) mentioned that behaviorism is far too mechanical on this issue and not consistent with deepening. On the other hand, cognitivism believes, as Corder (1973) stated, that errors are quite valuable because error is a normal phenomenon in the process of language learning or acquisition and no one can master a foreign or second language without committing any error. Errors of learners’ own or of their peers, if treated accurately and properly, can be seen as a kind of progress. Therefore, attention should be paid to errors and the techniques for dealing with errors. Lennon (1991) proposed that a working definition of errors which can be analyzed must be established in order to effectively investigate errors in the second or foreign language learning. To get a relatively complete picture of error’s definition, some different representative versions are listed as follows: Error is 'the flawed side of learner speaking or writing; they are the parts of conversation or composition that deviate from some selected forms of mature language performance' (Dulay et al, 1982). Error is 'a language form and combination of the forms which, and under similar conditions of production wouldn't be produced by the learner's native speaker counterparts' (Lennon, 1991, 12). Error is 'an instance of language that is unintentionally deviant and is not self-corrigible by its author' (James, 2001).
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2.2 Error Analysis (EA)
Great attention and general agreement have been given to errors and error study for a long time because EA, as a branch of applied linguistic, has been playing an important role in studying process and product of ESL/EFL learners. EA can also give some certain strategies which can be employed in the learning process. However, it is not until 1970s that error analysis was recognized and established. EA is based on the development of contrastive analysis and it is also a powerful attack on CA. Therefore, to understand the development of EA, CA is the part that cannot be left out.In the 1950s and 1960s, Lado (1957) established contrastive analysis, a systematic comparison of two languages in the perspectives of phonology, grammar and even culture on the theoretical foundation of language transfer. Through the comparison, similarities and differences between Mother Tongue (MT) and Target Language (TL) can be seen and according to CA, with the comparison, CA can be employed to predict and avoid errors in second or foreign language learning. The similarities between MT and TL can promote second or foreign language learning, called positive transfer while the differences, on the contrary, hold up the process and cause errors, named negative transfer.
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Chapter Three Methodology ............ 20
3.1 Research Questions .............. 20
3.2 Data Source .... 20
3.3 Student Int
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