Error analysis 偏误分析ppt课件.ppt

ErrorAnalysis 英语语言文学魏琪 IntroductionofEA 1 ProcedureofEA 2 LimitationsofEA 3 PaperAnalysis 4 IntroductionofEA 1 2 3 4 Definition Assumptions Functions Significance DefinitionofEA 1 2 3 4 AclassicaldefinitionwasgivenbyCorder 1973 295 61 as breachesofcode thatis theyarethesignsofanimperfectknowledgeofthecode forthelearnershavenotyetinternalizedtheformationrulesoftheforeignlanguages Brown 1994 205 defineserrorsasanoticeabledeviationfromthegrammarofanativespeaker reflectingtheInterlanguagecompetenceofthelearner James 2001 1 defineserrorssimplyas unsuccessfulbitsoflanguage RichardsandPlatt 2002 159 regardserroras theuseofalinguisticiteminawaywhichafluentornativespeakerofthelanguageregardsasshowingfaultyorincompletelearning Basicassumptions Brown 02 04 01 03 ErrorsmadebyL2learnershelpunderstandingtheprocessofL2learning ErrorsmadebyL2learnerscanbeobserved analyzed classifiedanddescribed Humanlearninginvolvesmakingerrors ErrorsinL2learningareunavoidable BasicAssumptions FunctionsofEA 01 02 03 TofindoutwhaterrorsaremostlikelytooccurinforeignlanguagelearningTofindthereasonsbehindtheseerrorsTothrowlightonthelearner smechanismoflanguageacquisition andfindwaystopredictandpreventtheoccurrenceofsucherrors TheSignificanceoflearners errors TheSignificanceoflearners errors CORDER 1967 1973 pointedoutthaterrorshavetheoreticalandpracticalsignificance Theyprovidetheteacherwithinformationabouthowmuchtheleanerhadlearntindicatingtothemtheeffectivenessoftheteachingmaterialsandtechniques Theyprovidedtheresearcherwithevidenceofhowlanguagewaslearnt Theyservedasdevicesbywhichthelearnerdiscoveredtherulesofthetargetlanguage ProcedureofEA Collection Explanation Corder 1974 suggeststhefollowingstepsinEAresearch Description Identification Evaluation Collectionofasampleoflearnerlanguage SizeofthesampleMassivesampleMassivesampleinvolvescollectingseveralsamplesoflanguageusefromalargenumberoflearnersinordertocompileacomprehensivelistoferrors representativeoftheentirepopulation SpecificsampleSpecificsampleconsistsofonesampleoflanguageusecollectedfromalimitednumberoflearners IncidentalsampleIncidentalsampleinvolvesonlyonesampleoflanguageuseproducedbyasinglelearner Collectionofasampleoflearnerlanguage FactorstoconsiderLanguage Collectionofasampleoflearnerlanguage FactorstoconsiderLearner Collectionofasampleoflearnerlanguage FactortoconsiderMannerofcollectionNaturalsampleNaturalsamplesaregenerallypreferred ElicitationElicitationisnottobeconfusedwithtesting Corderidentifiestwokindsofelicitation 1 ClinicalelicitationClinicalelicitationinvolvesgettingtheinformanttoproducedataofanysort Example interview asklearnerstowriteacomposition2 ExperimentalmethodsExperimentalmethodsinvolvetheuseofspecialinstrumentsdesignedtoelicitdatacontainingthelinguisticfeatureswhichtheresearcherwishestoinvestigate Example BilingualSyntaxMeasure Collectionofasampleoflearnerlanguage FactorstoconsiderTimeSpanCross sectionallyatasinglepointintimeLongitudinallyatsuccessivepointsoveraperiodoftime Identification MistakesandErrorsErrorsagrammaticalmisusearisefromthelearner slackofknowledge thelearnerdoesn tknowtherightformorisunabletouselanguagecorrectly unintentionallydeviantfromthetargetlanguageandnotself corrigiblebythelearner failureincompetence Mistakesapragmaticmisuseoftenoccurwhenlearnersfailtoperformtheircompetence thelearnerhasalreadylearnedtheknowledgeorskillbutsimplyfailstofunctioncorrectlybecauseoflackofattention slipofthetongueorotherfactorseitherintentionallyorunintentionallydeviantformsandself corrigible failureinperformance Eventhenativespeakerscannotavoiditsometimes theycancorrectitbythemselves Identification InCorder sarticleThesignificanceoflearners errors hewascarefultodistinguishbetweenerrorsandmistakes Mistakesareakintoslips of tongue Theyaregenerallyone time onlyevents Thespeakerwhomakesamistakeisabletorecognizeitasamistakeandcorrectitifnecessary Anerror ontheotherhand issystematic Itislikelytooccurrepeatedlyandisnotrecognizedbythelearnerasanerror Howcanwedistinguisherrorsandmistakes Ellis 1 tochecktheconsistencyoflearners performance 2 toasklearnerstotrytocorrecttheirowndeviantutterances Identification Peoplewilldoanythingtoseeafreeshow evenifitisabadone WhenthenewsgotroundthatacomedyshowwouldbepresentedatourlocalcinemabytheP andU BirdSeedCompany weallrushedtoseeit Wehadtoqueueforhourstogetinandtheremusthavebeenseveralhundredpeoplepresentjustbeforetheshowbegan Unfortunately theshowwasoneofthedullestwehaveeverseen Thosewhofailedtogetinneednothavefeltdisappointed asmanyoftheartisteswhoshouldhaveappeareddidnotcome Theonlyfunnythingsweheardthateveningcamefromtheadvertiseratthebeginningoftheprogramme Hewasobviouslyverynervousandforsomeminutesstoodawkwardlybeforethemicrophone Assoonasheopenedhismouth everyoneburstoutlaughing Weallknowwhatthepoormanshouldhavesaid butwhatheactuallysaidwas ThisisthePooandEeSeedBirdCompany Goodladies eveningandgentlemen Identification Video Mindyourlanguage Identification Video Mindyourlanguage Danielle Howmuchisitalettertopost IsittosomeoneinEngland No it saSwissletter ASwissletter Yes IwrotetomyboyfriendinSwitzerland Well itismorecorrecttosayyouwanttosendalettertoSwitzerland WellIcomehomewithyouandyoucouldteachmealot Juan Areyoumarried Si ImarriedtoGinaLollabrigida Whatsortofajobareyoulookingfor Aplentymoneyjob Whatsortofworkdoyouwanttodoinordertoearnthisplentymoney Plentylittle Ranjeet Pretendyouhaveacold Acoldwhat Taro Goodmorning Sir Itisnotgoodmorningtime Itisgoodnighttime Goodmorning Sir Goodbye Midlandonotmybank Barclaysmybanko Andhowdoyouwantit Inmoney please Yes butdoyouwantthirtypoundsintensinonesorfivesorwhat CanIhavethirtyfives No thatwouldbe150pounds Identification Proceduresofidentification Thefirststepistoidentifyovertandcoverterrors Overterrorsrefertoungrammaticalsentences Converterrorsrefertosuperficiallywell formedsentences butwhichmakenosenseinthecontext Overterrorisconcernedwithgrammaticality whilecoverterrordealswithappropriateness Identification Isthesentencesuperficiallywellformedintermsofthegrammarofthetargetlanguage Iftheanswerisnegative Iftheanswerispositive Doesthenormalinterpretationaccordingtotherulesofthetargetlanguagemakesenseinthecontext OvertErrorsexist Iftheanswerisnegative CovertErrorsexist Corder 1971 proposesanelaborateprocedureforidentifyingerrorsinasecondlanguage Identification Proceduresofidentification Example I mfine thankyou Thissentenceisgrammaticallycorrectatthesentencelevel Butifitistheanswertothequestion Whoareyou itisuninterpretableatdiscourselevel Soitisacoverterror Identification Proceduresofidentification Thesecondstepistoprovideinterpretationsandconstructwell formedsentencesinthetargetlanguage Ifasentencecontainsovertorcoverterrors aplausibleinterpretationcanbeputonthesentenceincontext Ifthesentenceisinterpretable reconstructasell formedsentenceinthetargetlanguageandthencompareareconstructedsentencewiththeoriginalidiosyncraticsentencetofindoutinwhatrespecttheydiffer Ifthesentenceisuninterpretable translatethesentenceliterallyintothemothertongueandseeifitisunderstandableinthecontext Ifitisso retranslatethesentenceintothetargetlanguagetoprovideareconstructedsentence But ifthemothertongueofalearnerisnotknownortherestructuredsentenceisimpossibletounderstand holditinstore Identification Description Comparison E g Hecomedyesterday Hecameyesterday Description Taxonomyoferrors LinguisticcategoriesLinguisticcategoriescanbechosentocorrespondcloselytothosefoundinstructuralsyllabusesandlanguagetextbooks BurtandKiparsky sTheGooficon ARepairManualforEnglish 1972 Generallinguisticcategories theskeletonofEnglishclauses theauxiliarysystem passivesentences temporalconjunctions andsententialcomplements Eachgeneralcategoryisthenbrokendownintofurtherlevelsofsubcategories e g Theauxiliarysystemdo haveandbe modals andmismatchingauxiliariesintagquestionsoroveruseinaffirmativesentences PolitzerandRamirez 1973 Morphology syntax andvocabulary Description SurfaceStrategyTaxonomy Description Corder sClassificationofErrorsPre systematicerrorsoccurwhenlearnersareinacommunicativesituationwhereappropriateformsoflanguagearenotavailabletothembecauseoflackofknowledge Atthisstage thelearnerisnotabletocorrecthiserrororexplainit orgethispointacrossinanotherway Bysystematicerrors thelanguagelearneralreadyknowsthelinguisticrulessystembutnotreallymasterthem Asystematicerrorusuallycannotbecorrectedbythelearner buthecan explain hiserrorinthesenseofproviding indifferentwordingorstructure alternativelinguisticmessagesthatgethispointacrossandletthehearerknowwhathewasdrivingat Inthepost systematicerrorsstage learnershavegraspedacertaincorrectrule andcanuseitcorrectly Theymakeerrorsbecausetheyforgettheruleforthemoment Asforthiskindoferrors learnerscancorrectthembythemselvesandexplainwhy Butlearnersatthisstagemaygetfossilizedwhentheyfailedtocorrecttheirownerrors Description SomeOtherMajorClassifications InterlingualErrorandIntralingualErrorRichards 1974 andsomeotherresearchersdistinguishbetweeninterlingualandintralingualerrors Interlingualerror 语际错误 Itisanerrorwhichresultsfromlanguagetransfer thatis whichiscausedbythelearner snativelanguage Itmainlyresultsfromcross linguisticinterferenceatdifferentlevelssuchasphonological lexical grammaticalordiscoursaletc e g 1 Iwanttomarrywithhim 受汉语中 我想和他结婚 介词 和 的影响 2 Iopendoor 汉语中 我开门 无冠词 Intralingualerror 语内错误 Itisanerrorwhichresultsfromfaultyorpartiallearningofthetargetlanguage Itmaybecausedbytheinfluenceofonetargetlanguageitemuponanother e g Heiscomes fromtheblendofthesentences Heiscoming and Hecomes Description SomeOtherMajorClassifications InputErrorandOutputErrorIntermsofcommunication errorsarebeclassifiedintoinputandoutputerrorsinconsideringthechannelsofinputandoutput Inotherwords errorsoccurinlisteningorreadingarecalledinputerrorsandthoseoccurinwritingandspeakingareoutputerrors GlobalErrorandLocalErrorGlobalerrors thoseaffectthemeaningofthewholesentenceorsemanticrelationsbetweensentences andthuscaninterferewithcommunication e g IatealotsoIwashungry Localerrors thosethatdonotaffectthemeaningofthewholesentencesignificantly e g Thereismanymilkinthebottle Description SomeOtherMajorClassifications FrequentErrorandOccasionalErrorFrequenterrorsrefertoerrorsoccurinhighfrequency e g Iftheerror Heismysister frequentlyappears itcouldbeinterpretedasafrequenterror Occasionalerrorsarethoseoccurinlowfrequency LinguisticErrorandContentErrorGenerally peopletendtoemphasizemoreonthelinguisticform i e lexicalerrorsandstructuralerrors butignorethecontenterrorssuchaspragmaticfailureandculturalinappropriateness Inasense contenterrorismoreimportant becauseitcancausemisunderstandingandevenculturalshock e g Yourhandwritingissobeautiful No myhandwritingisworsethanyours Explanation Explanationisconcernedwithestablishingthesourceoftheerror Taylor 1986 pointsout theerrorsourcemaybepsycholinguistic sociolinguistic epistemicormayresideinthediscoursestructure PsycholinguisticsourcesconcernthenatureoftheL2knowledgesystemandthedifficultieslearnershaveinusingitinproduction Sociolinguisticsourcesinvolvesuchmattersasthelearners abilitytoadjusttheirlanguageinaccordancewiththesocialcontext Epistemicsourcesconcernthelearners lackofworldknowledgeDiscoursesourcesinvolveproblemsintheorganizationofinformationintoacoherent text Explanation Psycholinguisticsourcesoferrors Explanation Differentsourcesorcausesofcompetenceerrors Richard 1971 Interferenceerrorsoccurasaresultof theuseofelementsfromonelanguagewhilespeakinganother Intralanguageerrorsreflectthegeneralcharacteristicsofrulelearningsuchasfaultygeneralization incompleteapplicationofrulesandfailuretolearnconditionsunderwhichrulessupply Developmentalerrorsoccurwhenthelearnerattemptstobuilduphypothesesaboutthetargetlanguageonthebasisoflimitedexperience Explanation Transfererrorscanbefurthersubdivided Lott 1983 distinguishesthreecategories OverextensionofanalogyoccurswhenthelearnermisusesanitembecauseitsharesfeatureswithanitemintheL1 e g Italianlearnersuse process tomean trail becauseItalian processo hasthismeaning TransferofstructureariseswhenthelearnerutilizessomeL1feature phonological lexical grammatical orpragmatic ratherthanthatofthetargetlanguage Interlingual intralingualerrorsarisewhenaparticulardistinctiondoesnotexistintheL1 e g theuseof make insteadof do byItalianlearnersbecausethe make do distinctionisnon existentinItalian Explanation Intralingualerrorsarealsooftenfurthersubdivided Richard 1971 distinguishesthefollowing Overgenralizationerrorsarisewhenthelearnercreatesadeviantstructureonthebasisofotherstructuresinthetargetlanguage e g Hecansings Hecansing Hesings Ignoranceofrulerestrictionsinvolvestheapplicationofrulestocontextswheretheydonotapply e g Heaskedmetogo Hemademetorest Incompleteapplicationofrulesinvolvesafailuretofullydevelopastructure becausethlearnerfindshecanachieveeffectivecommunicationbyusingrelativelysimplerules e g Youliketosing vs Doyouliketosing Falseconceptshypothesizedarisewhenthelearnerdoesnotfullycomprehendadistinctioninthetargetlanguage e g was vs Onedayitwashappened Explanation DulayandBurt 1974 classifiedtheerrorstheycollectedintothreebroadcategories Developmentalerrorsi e thosethataresimilartofirstlanguageacquisition Interferenceerrorsi e thosethatreflectthefirstlanguagestructure Uniqueerrorsi e thosethatareneitherdevelopmentalnorinterference Explanation Communicationstrategiesistheconsciousemploymentofaverbalornonverbalmechanismforcommunicatinganideawhenpreciselinguisticformsareforsomereasonnotreadilyavailabletothelearneratapointincommunication FourmaincommunicationstrategiesaregenerallyusedbyL2learners 1 avoidence2 prefabricatedpetterns3 appealtoauthority4 languageswitch Cognitiveandaffectivefactors Thelearner sstyleofthinkingandpersonalitystylecanalsobesourcesoferrors Animpulsiveperson forexample mayspeakfluentlyinthetargetlanguagebutwithmoreerrors whereasareflectivepersonmaymakefewererrorsinhiscarefulbuthesitantspeechinthetargetlanguage MethodsofEA TheTraditionalApproach TheBehavioristicApproachGrammarisveryimportant Sowheneveranerroroccursinthelearner sperformance theteacheralwaystakesgreatpainstocorrectit TheMentalisticApproachTGGrammar Transformationalgrammar Errorsarenolongerviewedasfaultyversionofthetargetlanguage Theyreflecttheprocessinwhichthelearner slinguisticcompetenceisdeveloped Evaluation Threequestionshavetobeconsidered Aresomeerrorsjudgedtobemoreproblematicthanothers AretheredifferencesintheevaluationsmadebyNS nativespeaker andNNS non nativespeaker Whatcriteriadojudgesuseinevaluatinglearners errors Evaluation Aresomeerrorsjudgedtobemoreproblematicthanothers NSjudgestendtojudgelexicalerrorsasmoreseriousthangrammaticalerrors TheyalsotendtojudgeglobalgrammaticalerrorsasmorelikelytointerferewithcomprehensionthanlocalerrorsGlobalerrors i e wrongwordorder missingorwronglyplacedsentenceconnectors andsyntacticovergeneralizationsLocalerrors i e errorsinmorphologyorgrammaticalfunctionsTheymayalsobeinfluencedbymarkednessfactors Theyalsofinditeasiertodealwithinsertionthanwithomissionorwrongchoiceerrors Evaluation AretheredifferencesintheevaluationsmadebyNS nativespeaker andNNS non nativespeaker TherearecleardifferencesinthejudgementsmadebyNSandNNS NNSaremuchmoresevere NNSjudgesseemtobeespeciallyhardonmorphologicalandfunctorerrorsincomparisontoNSjudges However theytendtoevaluatelexicalandglobalerrorslessseverelythanNSjudges Evaluation Whatcriteriadojudgesuseinevaluatinglearners errors Judgesappeartousedifferentcriteriainassessingerrorgravity Khalil 1985 identifiesthreegeneralcriteria IntelligibilityItconcernstheextenttowhichsentencescontainingdifferentkindsoferrorcanbecomprehended AcceptabilityItisarathervaguecriterion involvingjudgementsoftheseriousnessofanerror IrritationItconcernstheemotionalresponseofanaddresseebutisalsorelatedtothefrequencyoferrors Evaluation Whatcriteriadojudgesuseinevaluatinglearners errors CarlJames 1998 suggestsseveralcriteriainassessingerrorgravity Theparamountisthelinguisticcriteriawhichjudgeerrorgravitybyformalfeaturesoflanguage Thenextisaquantitativemeasureoferrorgravity errordensityanderrorfrequency Errordensityiscalculatedbycountinghowmanydifferenterrorsoccurperunitoftext Errorfrequencyisameasureofhowmanytimesthesameerrorisrepeatedover100wordsoftext Comparedwithhigherrorfrequency higherrordensitycreatesmoredifficultyincomprehension Correctivefeedback ThedefinitionsofcorrectivefeedbackLong 1996 supposesthatinthefieldofSLA correctivefeedbackconcentratesonthesimplecorrectionofthelearner slanguageoutput Lightbown Spada 1999 thinkthatcorrectivefeedbackreferstoanycorrectivemovethatinformthelearneroftheerrorofhis hertargetlanguageoutput Correctivefeedbacktakestheformofresponsestolearnerutterancescontaininganerror Theresponsesareother initiatedrepairsandcanconsistof 1 anindicationthatanerrorhasbeencommitted or 2 provisionofthecorrecttargetlanguageform or 3 metalinguisticinformationaboutthenatureoftheerror or 4 anycombinationofthese Ellis 2001 Correctivefeedback TypesofcorrectivefeedbackImplicitfeedback ExplicitfeedbackImplicitfeedbackreferstoanycorrectivemovethatdoesnotovertlyinformthelearneroftheunacceptabilityofhis hererroneousproduction Explicitfeedback incontrast drawsthelearner sattentiontotheerrorhe shecommits OralcorrectivefeedbcakWrittencorrectivefeedback Correctivefeedback TheclassificationofcorrectivefeedbackLysterandRanta 1991 classifiedcorrectivefeedbackintosixtypes Recast重铸法Explicitcorrection直接纠错法Clarificationrequest要求澄清法Repetition重复错误法Elicitation诱导法Metalinguisticfeedback元语言提示法 Correctivefeedback Recastinvolvestheteacher sreformulationofallorpartofastudent sutterance minustheerror Example S IwishIcanbecomeadoctorinthefuture T Youwishyoucouldbecomeadoctorinthefuture Explicitcorrectionisdefinedastheprovisionofthecorrectformwhileclearlyindicatingthatlearner sutteranceiswrong Example S Hegoedtoschoolbybikethismorning T No it snot goed itshouldbe went Correctivefeedback ClarificationrequestTheteacherpretendsthatthemessagehasnotbeenunderstoodandthatarepetitionorareformulationisrequired Example S Hegoedtoschoolbybikethismorning T Pardonme Idon tunderstand