错误分析.ppt

错误分析.ppt

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一一.起源起源错误分析理论（erroranalysis）作为应用语言学的一个分支，产生于二十世纪六十年代末、七十年代初。

二十世纪五十年代末，CFrices和RLado等一些美国语言学家和语言教学家提出了对比分析理论（contrastiveanalysis）。

他们认为：

通过对学习者的母语（mothertongue）和目的语（targetlanguage）对比研究，可以预见学习者在学习该目的语中可能会犯的错误，但是局限性也逐渐的暴露了出来。

为了对学习者的错误进行系统性的分析研究，以确定其错误的来源，为教学过程中消除这些错误提供依据，一种分析语言错误的新理论“错误分析理论”产生了。

Definition1.LongmanDictionaryofAppliedLinguistics:

Thestudyandanalysisoftheerrorsmadebysecondandforeignlanguagelearners.2.Corder:

Erroranalysisisatypeofbilingualcomparison,acomparisonbetweenlearnersinterlanguageandthetargetlanguage.ThedefinitionoferrorsDulayetal:

errorreferstoanydeviationdive（）n误误差差，偏偏离离fromaselectednormoflanguageperformance,nomatterwhatthecharacteristicsorcausesofthedeviationmightbe.errorsofperformance语言行为错误（performanceerrors）由于紧张，粗心，激动等等所犯的错误。

productsofchancecircumstances,suchasslipsofthetongueorofthepen.errorsofcompetence语言能力错误语言能力错误（competenceerrors）还未掌握所学的）还未掌握所学的语言的体系和规律而出现了系统上的错误，语言的体系和规律而出现了系统上的错误，一般有老师纠正一般有老师纠正errorsthatreveallearnersunderlyingknowledgeofthetargetlanguage.Onlyerrorsofcompetenceareworthstudyingandanalyzing,becausetheyaresystematic.Buterrorsofcompetencecanonlybeinferredfromerrorsofperformance.mistakesorerrors?

DifferencefromCACA:

examineerrorsresultingfromtheinterferenceofthefirstlanguage;EA:

examineerrorsattributabletoallpossiblesources.EAcaneasilysupersedeCAsupsid取代取代BasicassumptionsHumanlearninginvolvesmakingerrors.ErrorsinL2learningareunavoidable.ErrorsmadebyL2learnerscanbeobserved,analyzed,classifiedanddescribed.ErrorsmadebyL2learnershelpunderstandingtheprocessofL2learning.Brown:

Erroranalysisisbasedonthefollowingassumptions3stepstoidentifyerrors-amodelprovidedbyCorderIdentifyingovertandcoverterrorsstep1Providinginterpretationsandconstructingwell-formedsentencesinthetargetlanguagestep2Providingpairsofill-formedorinappropriatesentencesandreconstructedwell-formedsentencesinthetargetlanguageforcomparisonstep3DescriptionoferrorsComparisonDescriptionstagesinwhicherrorsaremadegeneralnatureoferrorslevelsoflanguage1.Presystematicstage2.Systematicstage3.Postsystematicstagestagesinwhicherrorsaremadegeneralnatureoferrorslevelsoflanguage1.addition添加2.omission省略3.substitution4.ordering错误词序phonologyfnld音系学音系学,orthographygrf写作体系,lexicon,grammar,discourseExplanationoferrors-whyareerrorsmadeExplanationoferrorsInterlingualtransferCognitiveandaffectivefactorsCommunicationstrategiesTransferoftrainingIntralingualtransfer1.语际语言错误（语际语言错误（interlingualerrors）把本族语的语言和文化习惯带到了目的语的学习和运用中所造成的把本族语的语言和文化习惯带到了目的语的学习和运用中所造成的

（1）在词汇方面：

thepublicmedicalfare（正确的说法：

thefreemedicalfare）

（2）在语法方面：

Iverymuchmissyou（正确的说法：

Imissyouverymuch）（3）在文化方面：

由于语言学习者对目的语的文化风俗习惯不懂或者了解的较少，在使用目的语时套用母语的文化习惯就会产生语言错误。

如中国人见面打招呼常用的“Haveyouhadyourdinner?

”对西方国家的人来说就完全不适用。

Interlingualtransferreferstotheinterferenceofthefirstlanguage,suchasthemechanicalapplicationofrules,setphrasesoritemsoftheL1toL2context.ItexplainsmanyerrorsmadeatthebeginningstageofL2learning.2语内语言错误（intralingualerrors）Intralingualtransferreferstoovergeneralizationofrulesofthetargetlanguage.Intralingualtransferoccurswhenthelearnerhaslearnedsomerulesofthetargetlanguagebuthasnotlearnedtherestrictionsoftheirapplication.人类学习语言的过程一般是对接触到的语言材料进行不断的概括，进而得出规则的过程。

例如：

由于过度概括例如：

由于过度概括work，play，want等动词变等动词变成过去式是直接在词尾加成过去式是直接在词尾加ed形式，学生就将动词形式，学生就将动词go，do，buy等写成了等写成了goed，doed，buyedTransferoftrainingreferstothoseerrorscausedbythewayinwhichthelanguageitemshavebeenpresentedorpracticed,eitherintheclassroomorinthetextbook.Communicationstrategiesistheconsciousemploymentofaverbalornonverbalmechanismforcommunicatinganideawhenpreciselinguisticformsareforsomereasonnotreadilyavailabletothelearneratapointincommunication.FourmaincommunicationstrategiesaregenerallyusedbyL2learners:

1.avoidence2.prefabricatedpetterns3.appealtoauthority4.languageswitchCognitiveandaffectivefactors:

Thelearnersstyleofthinkingandpersonalitystylecanalsobesourcesoferrors.Animpulsiveperson,forexample,mayspeakfluentlyinthetargetlanguagebutwithmoreerrors,whereasareflectivepersonmaymakefewererrorsinhiscarefulbuthesitantspeechinthetargetlanguage.CorrectionoferrorsintheclassroomWhaterrorstocorrect?

3criteria:

1.Errorsthataffectcommunicationshouldbecorrected.2.Agrosslyungrammaticalsentenceshouldbecorrected.3.Errorsinthestructureorrulethatisbeingtaughtshouldbecorrected.Howtocorrecterrors?

Itrequiresacombinationofaffective,cognitiveandlinguisticjudgement.Thebasicprincipleisthatcorrectionshouldnotimpedecommunicaionwhileaccomplishingacertainpurpose.TwoissuesareworthnotingFossilizationPidginizationTherelativelypermanentincorporationo