【作者】 钟玲；

【导师】 刘振前；

【作者基本信息】 山东大学 ， 英语语言文学， 2005， 硕士

【摘要】 错误分析是对第二语言学习者的错误进行的研究和分析。进行分析的原因是为了获取有关语言学习者普遍难点的信息,作为教学或准备教学材料的一种辅助方式。错误分析对于外语教学具有很大的意义,它能深化人们对于教学过程的认识,并且为教学活动提供实际的帮助。错误分析于20世纪60年代兴起,70年代是错误分析的黄金时代。它在70年代末在美国因第二语言习得的兴起而受到批评和冷遇,但在欧洲一直很流行。现在错误分析的内容已从过去的单纯句子发展到语篇和语用。但是,这些研究把错误作为结果研究多,对学习过程研究少,深度不够,解释不够,反映学习者的实际情况不够。近年来,随着错误分析在教学中应用的研究的深入,一些专家和学者开始研究错误分析和反馈在写作教学中的作用。 中国学生学习外语的一个重要特点是:众多的学生没有机会体验真实的目的语的使用环境,课堂学习是主要的外语学习方式。在听说读写四项基本技能中,“写”的活动是高级认知活动,是一个人思维能力的最完美的体现。在外语教学的实践中,选择“写”为切入点,就抓住了语言习得中的最具有哲学意义的深层次问题。由于学习者的语言处于不断波动和不稳定状态,出错在所难免。学生犯错是进步的阶梯,是不可避免的。中介语认为:改正错误是一种使学习者的中介语向目的语趋进的方法。如何有效地改正错误,进一步促进学习的发生和趋进,始终是中介语研究的重大任务。如何将错误有效地反馈给学生?何种反馈方式能够更好地帮助学生认识自己的错误?如何激发学生运用显性知识更好地纠正错误?这些问题成为我们教学中需要认真讨论和研究的问题。 本文共分四个章节。 第一章对错误分析的相关研究作了一个回顾,接着对错误分析的步骤进行了概述,然后分析了不同的理论对错误和反馈的看法,最后讨论了几位专家和教育工作者对于反馈的研究。 第二章详细汇报了对德州学院非英语专业03级60名学生所作的英语写作试验经过。试验表明:通过错误分析及有效的反馈,能够使学生有意识地提高英语写作水平。更多还原

【Abstract】 Error analysis is the study and analysis of the errors made by second language learners. Error analysis may be carried out in order to obtain information on common difficulties in language learning, as an aid to teaching or in the preparation of teaching materials. Error analysis developed as a branch of applied linguistics in the 1960s, and reached its heyday in the 1970s. It was replaced by Interlanguage study in America but it is still popular in Europe, which developed from the sentence-study to discourse-study and pragmatics-study. In recent years, scholars and researchers began to study the role of the error analysis and feedback in writing.One of the major characteristics for the Chinese learners is that they learn English in the lack of verbal environment, and studying in class is the main form for students. Of the four basic skills, listening, speaking, reading and writing, the last is the advanced cognitive activity, which reflects one’s thinking.Language learners make progress in making errors. According to Interlanguage, making errors are inevitable and is a necessary part of learning the target language. ’Error themselves are the product of learning’, and errors are the clearest evidence of the learner’s developing systems and can offer us insights into how learners process the data of the language’. How to provide effective errors for the learners? How to help the students to realize their errors? How to help the students to use the explicit knowledge to correct errors? All these are the questions we discuss in this chapter.This thesis is divided into four chapters.Chapter One sketches out the thesis and the plan of the dissertation. First, it presents a general account of the study of error analysis, which serves as the background of the dissertation. Then, it illustrates different points of view on errors analysis and feedback. Finally it discusses the studies made by the scholars and educators.Chapter Two gives a brief review of the research related to error analysis and feedback. The results indicate that productive feedback can help the students toimprove the writing skill. Effective forms of feedback are discussed in this chapter.Chapter Three analyzes errors collected from the students’ works. The goal of the analysis is to make Chinese students aware of their inter-lingual and intra-lingual errors in English writing.Chapter Four puts forward teaching suggestions on enhancing Chinese EFL students’ motivation to learn English through writing. The writer also gets suggestions on feedback from the eye of the students.In recent years, the local educators begin to pay attention to the role of error analysis and feedback in language learning.更多还原