第二语言习得（Second Language Acquisition，SLA）主要研究人们获得母语以外的语言的过程和规律。二语习得研究开始于语言教学，并运用多种语言教学分析工具，如对比分析、语误分析、中介语理论、语言监控理论、普遍语法等，对语言教...第二语言习得（Second Language Acquisition，SLA）主要研究人们获得母语以外的语言的过程和规律。二语习得研究开始于语言教学，并运用多种语言教学分析工具，如对比分析、语误分析、中介语理论、语言监控理论、普遍语法等，对语言教学的发展产生了很大影响。展开更多
The paper firstly reviews the developments of language transfer research. Utilizing the results supplied by CEM and AntConc, the present writer conducts analyses of the lexicai errors committed by the students in TEM-...The paper firstly reviews the developments of language transfer research. Utilizing the results supplied by CEM and AntConc, the present writer conducts analyses of the lexicai errors committed by the students in TEM-8 test and reveals the contributions to SLA and EFL language teaching that language transfer may make.展开更多
Before cognitive approach came into being in the 1960s, errors in L2 learning were always regarded as signs of failure which needed immediate attention from the teacher. By analyzing a student＇s writing, this paper t...Before cognitive approach came into being in the 1960s, errors in L2 learning were always regarded as signs of failure which needed immediate attention from the teacher. By analyzing a student＇s writing, this paper tries to elaborate on the roles that errors can play in L2 learning process.展开更多
Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L...Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners＇ errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS （Junior High School） classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.展开更多
English majors usually have learned English for at least six years at middle school, but there are still many grammatical errors in their writing and speaking. Such errors even still remain after four-year English lea...English majors usually have learned English for at least six years at middle school, but there are still many grammatical errors in their writing and speaking. Such errors even still remain after four-year English learning at university. Such problem has troubled many teachers teaching English Grammar. Therefore, the paper attempts to study the ways of improving English majors＇ grammatical competence. It is concluded that reform of grammar test should be carried out to guide grammar teaching and learning, error analysis should be conducted to decide what to teach, and an output-oriented approach should be employed to meet the requirements of leamers＇ future profession.展开更多
At first, this paper presents the origin, developments and main view of Error Analysis. Then, based on the theories of Error Analysis, this paper collected and analyzed 398 errors in 30 compositions randomly selected ...At first, this paper presents the origin, developments and main view of Error Analysis. Then, based on the theories of Error Analysis, this paper collected and analyzed 398 errors in 30 compositions randomly selected from CLEC, written for the exam of CET-4. The results showed that errors were mainly expressed form the aspects of usage of words and forms, and rooted from three sources, the shortage on knowledge of grammar and the lack of standardization on language usage, intralingual transfer and the interlingual transfer. Then, this paper touched upon the principles and methods of English writing to provide with some suggestions for the teaching of English writing in China.展开更多
文摘The paper firstly reviews the developments of language transfer research. Utilizing the results supplied by CEM and AntConc, the present writer conducts analyses of the lexicai errors committed by the students in TEM-8 test and reveals the contributions to SLA and EFL language teaching that language transfer may make.
文摘Before cognitive approach came into being in the 1960s, errors in L2 learning were always regarded as signs of failure which needed immediate attention from the teacher. By analyzing a student＇s writing, this paper tries to elaborate on the roles that errors can play in L2 learning process.
文摘Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners＇ errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS （Junior High School） classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.
文摘English majors usually have learned English for at least six years at middle school, but there are still many grammatical errors in their writing and speaking. Such errors even still remain after four-year English learning at university. Such problem has troubled many teachers teaching English Grammar. Therefore, the paper attempts to study the ways of improving English majors＇ grammatical competence. It is concluded that reform of grammar test should be carried out to guide grammar teaching and learning, error analysis should be conducted to decide what to teach, and an output-oriented approach should be employed to meet the requirements of leamers＇ future profession.
文摘At first, this paper presents the origin, developments and main view of Error Analysis. Then, based on the theories of Error Analysis, this paper collected and analyzed 398 errors in 30 compositions randomly selected from CLEC, written for the exam of CET-4. The results showed that errors were mainly expressed form the aspects of usage of words and forms, and rooted from three sources, the shortage on knowledge of grammar and the lack of standardization on language usage, intralingual transfer and the interlingual transfer. Then, this paper touched upon the principles and methods of English writing to provide with some suggestions for the teaching of English writing in China.
