摘要
在认知法于20世纪60年代产生之前,二语习得中的错误总是被当作学习者失败的标志来看待,而老师的责任在于尽快帮助学生纠正其所犯的错误。直到1967年,S.P.Corder首次全面指出学习者错误的积极意义,人们才开始对语言学习过程中出现的错误采取比较宽容的态度并进一步加以研究。本文拟通过分析一篇学生的英语作文,探讨错误在二语习得中的作用及其对于外语教学的启示。
Before the cognitive approach came into being in the 1960s, errors in second lan- guage learning were always regarded as signs of failure which needed immediate attention from teachers. Tolerance was not given to errors and error analysis until 1967 when Corder first put forward the view that errors indicate learners’ strategies. By analyzing a college student’s writing, this paper tries to elaborate on the roles that errors can play in the process of learning a second language.
