英语学习中的错误分析_硕士研究生学位论文.docx

目录吉林大学硕士学位论文MASTERS DEGREE THESISError Analysis in Learning English as a Foreign LanguageAuthor : Zhang YaliLiteratureMajor : English Linguistics andSupervisor : Professor Liu XiyanDepartment of English College of Foreign Languages Jilin University，Changchun矚慫润厲钐瘗睞枥庑赖。January, 2000硕 士 学 位 论 文题目： 英语学习中的错误分析吉 林 大 学中文摘要人类到底是怎样学习掌握一门新语言的? 直到今天,人们仍然 研究不透语言学习者是如何获得非本族语的语言知识和技巧的。聞創沟燴鐺險爱氇谴净。学习外语过程中,学习者不可避免地会出现与所学语言规则不 符的偏差，即语言错误。那么,应如何看待和解释语言学习者所犯 的语言错误呢?本文将着重讨论两种分析错误的方法，即对比分析 方法和错误分析方法。残骛楼諍锩瀨濟溆塹籟。除了导言和结论外,本文由三章组成。 第一章主要探讨对比分析方法。对比分析兴起于二十世纪五、六十年代。它是将学习者的本族语与目的语进行比较,预测学习困 难与错误，旨在为外语教学提供反馈。受结构主义语言学和行为主 义心理学的影响，其心理学基础是转移理论。转移可分为正向转移 和负向转移。负向转移即干扰。正向转移即不受任何干扰，从母语 向目的语的转变。按照对比分析假设,克服母语干扰是外语学习的酽锕极額閉镇桧猪訣锥。主要任务。对比分析假设分强式和弱式。强式认为对比分析能够预测语言 学习的错误与困难;弱式只强调对实际观察到的语言错误加以解释, 具有诊断性的作用(diagnostic)。彈贸摄尔霁毙攬砖卤庑。对比分析假设认为两种语言差异有大有小,因此学习外语的难 度也不一样。斯托克韦尔(Stockwell.R)等人提出了一个“难度等 级”模式 ,试图来解释语言之间的差异越大,学习难度就越大的观 点。这是基于学习难度与语言差异是成正比的思想而提出的。实验 证明,对比分析的预测性作用以及对难度等级的划分很难令人信 服。对比分析在预测学习困难与错误时,往往与学生实际犯的错误 相去甚远。被预测的错误往往未出现,而许多实际上出现的错误又 未被预测到。同样,学习者学习全新的项目未必一定困难。真正难 学的是那些两种语言在细枝末节上有差异,或似是而非的项目。差 异和难度并不属于同一概念。前者来自语言描述,后者源于心理过 程。用语言形式上的差异去解释发生在学习者身上的心理现象,缺 乏说服力。正是由于对比分析过分强调母语的干扰作用,强调对语 言形式的分析 ,忽略了语言学习者的因素 ,它才受到一些语言学家 们的强烈批评。于是人们将目光更多地投向错误分析。兴起于六、 七十年代的错误分析,一反传统的研究视角, 将语言学习者置于研 究的中心,弥补了对比分析的不足。謀荞抟箧飆鐸怼类蒋薔。第二章首先讨论了人们对于语言错误的态度和原则。人们认为 儿童习得母语时所出现的语言偏差是不可避免的,是语言习得过程厦礴恳蹒骈時盡继價骚。中的系统阶段。然而对于外语学习者在学习外语的过程中所出现的 偏差则认为是错误,是语言教学中的副产品(by-product),必须尽 可能通过有效教学手段加以避免。然而,越来越多的研究发现,外语 学习与儿童习得母语有着某些相似之处。因此,从外语学习者的角 度去看发展中的语言,学习过程中出现的语言错误,不仅不可避免， 而且还是必要的。茕桢广鳓鯡选块网羈泪。对于儿童习得母语的过程,美国语言学家乔姆斯基(Chomsky) 有精僻的论述。他认为人天生有习得母语的倾向。在语言发展过程 中,儿童不是机械被动地模仿和养成大人的说话习惯,而是积极地， 创造性地使用语言,形成假设并对它们进行验证，进而建立起语言 规则体系。就外语学习者来说,他也是根据接触到的语言素材,对目 的语的性质作出假设并验证其正确性,积极地建立和创造目的语体 系。许多研究人员对外语学习者的这种发展中的语言进行描述,并 创造了许多术语。其中以塞林克(Selinker,1972)提出的中介语 (Interlanguage)最为有名。中介语是指语言学习者在学习一门外 语时所拥有的一种独立的语言系统。这种系统介于母语与目的语之 间，是自成体系，而又不断发展变化的过渡性语言。塞林克认为中 介语具有如下三个特点:（1）可渗透性(permeability)；（2）能 动性(dynamism)；（3）系统性(systematicity)。鹅娅尽損鹌惨歷茏鴛賴。学习者从开始学习一门外语到最后基本上掌握这门语言所经 历的时间有长有短,但所经历的阶段大体相同。科德(Corder,1973) 将中介语分成三个发展阶段,即前系统阶段(presystematic stage), 系统阶段 (systematic stage) 和后系统阶段 (postsystematic stage)。因为语言学习一般都不是直线前进的，因此这三类发展阶 段很难截然分开。学习者对于某一特定语言的不同系统,可能处于 不同的掌握阶段。籟丛妈羥为贍偾蛏练淨。第二章接着讨论了错误分析的程序，即本文将错误分析分为四 步: （1）材料收集；（2）错误识别；（3）错误描写；（4）错误 解释。預頌圣鉉儐歲龈讶骅籴。总体来说 ,通过对错误进行分析,我们知道外语学习过程并不 是简单的习惯养成过程。语言学习者创造性地使用各种学习策略, 对目的语规则作出各种假设。当这种假设与目的语体系不符时才会 出现偏差。渗釤呛俨匀谔鱉调硯錦。第三章主要分析语言学习者的错误给我们带来的启示以及一 些建设性措施。语言学习错误是不可避免的 ,是学习过程中重要的组成部分, 是语言学习者积极主动学习一门外语的具体体现。无论是在理论上 还是在实践中,这些错误都具有重要意义。在理论上,通过分析语言铙誅卧泻噦圣骋贶頂廡。错误,我们既可以了解学习者是如何建立和验证假设的,还可以探 求外语学习的心理过程;在实践中,错误分析可以指导教学工作。错 误可以提供信息反馈 ,使老师了解学生学习方面的薄弱环节,以及 教学方法的不足之处,以便及时调整、改进并开展有的放矢的补救 性教学(remedial work)等等。擁締凤袜备訊顎轮烂蔷。语言学习是个复杂的过程。不论最初的教学多么清楚明了,学 生掌握的如何牢固,错误仍注定要出现。因此补救性教学不仅不可 避免也是必要的。首先我们必须要给学生布置合理的学习任务,将 任务控制在学生对语言掌握的能力范围之内,否则就难以培养学生 的自信心与成就感。如何开展补救性教学呢?本文提出以下几点建 议:贓熱俣阃歲匱阊邺镓騷。（1）合理地选择补救性教学的时机。（2）补救性教学不能太笼统,要具有真对性。（3）要根据学生年龄与学习动机的不同,采取相应的补救措施。（4）补救性教学要避免对最初教学的简单重复,要将其放入丰富多 彩的练习活动中进行(如适当的语境中),使语言学习变得更有趣味 性。坛摶乡囂忏蒌鍥铃氈淚。我们没有理由认为某一种或某几种方法更重要,更实用或更能 有效地解释或补救外语学习中出现的一切问题。对比分析尽管有其 局限性,但它毕竟还是能够解释一部分错误,尤其是语音方面的错 误。同样,尽管错误分析将语言学习者置于研究的中心,并能够揭示 一些语言学习过程中存在的较普遍的现象,但它却不能解释说明语 言学习的全过程。错误分析虽然经历了几十年的发展变化，但仍然 处于幼稚研究阶段。因此只有将这两种解释错误的分析方法结合起 来,取长补短,才会合理地科学地收集材料来描述外语学习全过程。 作为外语教师，我们尤其要关注错误分析领域的发展,因为许 多研究可以帮助我们重新审视学生学习语言的心理过程,进而帮助蜡變黲癟報伥铉锚鈰赘。我们改进教学和完善教材，使学生更快、更准确地掌握目的语。AbstractHow on earth do people learn a new language? Even today, the way in which language learners gain knowledge and skills in a language that is not their mother tongue is still very much of a mystery. In the process of second or foreign language learning, it is inevitable that買鲷鴯譖昙膚遙闫撷凄。deviations from the target language i.e. linguistic errors, will occur constantly. Then, how to treat and account for them?綾镝鯛駕櫬鹕踪韦辚糴。This paper mainly deals with two approaches in analyzing second language learners deviations from the L2 norm, namely, Contrastive Analysis (CA) and Error Analysis (EA).驅踬髏彦浃绥譎饴憂锦。The whole paper contains three chapters besides an introduction and a conclusion. Chapter 1 focuses on CA, which appeared in the猫虿驢绘燈鮒诛髅貺庑。1950s to 1960s. It was seen as the major contrib ution the rapidly developing linguistic sciences could make to language teaching. It is founded on the assumption that L2 learners will tend to transfer to their L2 utterances the former features of their L1. It is rooted in the practical need to teach L2 in the most efficient way possible. CA includes a psychological aspect and a linguistic aspect. The psychological aspect is based on behaviorist learning theory, takes the form of CA hypothesis, whereas the linguistic aspect is based on structuralist linguistics. CA hypothesis assumes that there is a strong and a weak version. The strong version claims that all L2 errors can be predicted by identifying the differences between the target language and the learners first language. The weak form of the hypothesis claims only to be diagnostic. It can be used to identify which errors are the results of interference.锹籁饗迳琐筆襖鸥娅薔。According to CA hypothesis, there are varying degrees of difference between language items and therefore, varying levels of difficulty. Stockwell, Bowen and Martin (1965) proposed a “hierarchy of difficulty”, attempting to explain that the greater the differences between languages were, the greater the difficulties would be. It is based on the conviction that a degree of linguistic difference corresponds to the degree of learning difficulty. Empirical studies have shown, however, that CA is not only problematic, but also filled with controversy. Practical experience suggests that Contrastive Analyses predict L2 learning problems which do not occur, and turn out not to predict learning problems which do occur. Similarly, in a second language, there will be some items, which present difficulty than others, even though they belong theoretically to the same level of difference. Difference and difficulty are not identical concepts. The former derives from linguistic description and the latter from psychological process, and there is no reason to believe that they should correlate with each other in a reliable way. All these limitations of CA met strong criticisms, which led people to pay more attention to EA. EA, popular in the 1960s to 1970s, focuses on the L2 learner and consists of empirical research into the nature and causes of deviations from the L2 norm. In Chapter 2, a discussion is made first on peoples attitudes and principles towards errors. In research into L1 learning, childrens deviations from the adult norm are interpreted as inevitable and systematic stages in the language構氽頑黉碩饨荠龈话骛。learning process, whereas the traditional L2 learning research interpreted deviations from the L2 norm as mere “errors”, which should be avoided as much as possible with the help of efficient teaching. However, there is now a considerable body of opinion, which claims that the second language learners have certain characteristics in common with child acquiring his mother tongue. So it appears that not only is the error an inevitable part of the learners output but is quite possibly a necessary part too. In this respect, it resembles very closely the study of the acquisition of the mother tongue. Therefore, a comparison between the psychology of childrens acquiring L1 and adults learning L2 has been analyzed.輒峄陽檉簖疖網儂號泶。In terms of first language acquisition, Chomsky, the famous尧侧閆繭絳闕绚勵蜆贅。American linguist, makes a brilliant exposition, claiming that children are born with a predisposition to develop a language, which is called Innate Hypothesis. Children do not mechanically imitate or develop adults speaking habit but actively and creatively employ the language and make hypotheses. These hypotheses are tested out and then more hypotheses are made. In this way, children gradually develop the rule system of the native language. In terms of L2 learning, a learners errors provide evidence of the system of the language that he is using at a particular point in the course. He is also creatively using the materials he is contact with and makes hypotheses about the nature of the target language. He is using some system, although it is not yet the right system. Different researchers introduced different terms for this phenomenon. Among them, the term interlanguage proposed by Selinker is more widely used. He defines interlanguage as “a separate linguistic system whose existence we are compelled to hypothesize, based on the observed output which results from the L2 learners attempted production of a target language norm” (Selinker, 1972). According to Selinker, learners interlanguage exhibits three features, being permeable, dynamic and systematic respectively. With regard to the nature and degree of systematicity of learners interlanguage, Corder also distinguishes three steps in learning, namely, the presystematic stage, the systematic stage and the postsystematic stage. Of course, since language learning is quite often not processed in a linear order, there is no clear-cut boundary among these three stages. Learners will be at different stages in respect of any particular system of the language.识饒鎂錕缢灩筧嚌俨淒。Closely follows the Interlanguage Theory, the paper draws our attention to the discussion of EA procedures. In this paper, the study of EA is divided into four stages. They are data gathering, recognition of errors, description of errors and explanation of errors respectively.凍鈹鋨劳臘锴痫婦胫籴。On the whole, the study of the learners errors shows that L2 learning is more than a simple matter of habit-formation. L2 language learners employ creative strategies that are probably not distinct from each other in their deeper psychological reality.恥諤銪灭萦欢煬鞏鹜錦。Chapter 3 is about the implications and suggestions we can get from the errors made by L2 learners.鯊腎鑰诎褳鉀沩懼統庫。Errors are inevitable. They are believed to be an essential part of硕癘鄴颃诌攆檸攜驤蔹。learning. They are evidences of the learners active contribution of second language acquisition. They are useful both practically and theoretically. Pedagogically speaking, errors provide feedback. They tell the teacher something about the effectiveness of his teaching materials and techniques, enable him to decide his teaching plan and to design remedial work, etc. Theoretically, the errors present us with the linguistic development of the learner and may indicate how language is learned or acquired, what strategies or procedures the learner is using in his discovery of the language. EA thus proves to be one central activity in the psycholinguistic study of language learning.阌擻輳嬪諫迁择楨秘騖。Learning a new language is such a complex process that it is hardly surprising that things sometimes go wrong. However careful the initial teaching of an item may be and how well the students perform in controlled classroom instruction, errors are bound to occur. Therefore, some remedial work is necessary and inevitable. However, we should set our students realistic tasks, for, if tasks that are quite beyond students command of the language have been assigned, we will get a false impression that remedial work is needed constantly. Then, how to do remedial work? I present the following four suggestions:氬嚕躑竄贸恳彈瀘颔澩。1. Select problem areas for remedial work at proper time according to the degree of the errors made and different responses from the students.釷鹆資贏車贖孙滅獅赘。2. Remedial work should be selective. It should concentrate on a few problems thoroughly rather than try to deal superficially with everything at once.怂阐譜鯪迳導嘯畫長凉。3. Adopt methods of remedial work according to different ages of the students and their general motivations.谚辞調担鈧谄动禪泻類。4. Remedial work should not be an exact repetition of initial presentation to the same group of students. Methods need to vary accordingly.嘰觐詿缧铴嗫偽純铪锩。We have no reason to believe that one or more methods are essential, practical or efficient to explain and remedy all the problems occurred in L2 learning, while others should be avoided. It is true that CA has its weaknesses, especially its power to predict errors has been challenged by EA proponents from pedagogical and theoretical grounds. Nevertheless, there also exist corresponding weaknesses in EA in that it can explain some but not all the learning phenomena existing in the熒绐譏钲鏌觶鷹緇機库。learning process. Therefore, only by a combination of these two approaches of analyzing language learners errors, by overcoming the weaknesses of one and acquiring the strong points of the other, will we begin to collect some reasonably unassailable information on what the second language learning process is all about.鶼渍螻偉阅劍鲰腎邏蘞。In conclusion, errors are inevitable. But errors provide us evidence to the depth of the nature of learner-language and consequently the纣忧蔣氳頑莶驅藥悯骛。nature of second language acquisition. We English teachers should be especially aware of what is going on in the field of EA. For from many studies we can gain new insights that will help us to view our students in a new light and consequently help us to improve our teaching method and teaching materials. Our end aim is for the students to grasp the target language quickly and accurately in order to achieve communicative competence.颖刍莖蛺饽亿顿裊赔泷。ContentsINTRODUCTION 1CHAPTER 1 CONTRASTIVE ANALYSIS 3濫驂膽閉驟羥闈詔寢賻。1.1. THEORY OF CONTRASTIVE ANALYSIS3銚銻縵哜鳗鸿锓謎諏涼。1.2. APPLICATIONS AND LIMITATIONS OF CONTRASTIVE ANALYSIS5挤貼綬电麥结鈺贖哓类。1.2.1. Linguistic Aspect of Contrastive Analysis and Its Limitations5赔荊紳谘侖驟辽輩袜錈。1.2.2. Psychological Aspect of Contrastive Analysis and Its Limitations6塤礙籟馐决穩賽釙冊庫。CHAPTER 2 ERROR ANALYSIS 10裊樣祕廬廂颤谚鍘羋蔺。2.1. ATTITUDES TOWARDS AND PRINCIPLES OF ERRORS10仓嫗盤紲嘱珑詁鍬齊驁。2.1.1. Errors as Failure10绽萬璉轆娛閬蛏鬮绾瀧。2.1.2. Errors as Positive Aids to Learning11骁顾燁鶚巯瀆蕪領鲡赙。2.2. PSYCHOLOGY OF LEARNING12瑣钋濺暧惲锟缟馭篩凉。2.2.1. Mentalist Accounts of First Language Acquisition12鎦诗涇艳损楼紲鯗餳類。2.2.2. Interlanguage Theory13栉缏歐锄棗鈕种鵑瑶锬。2.3. PROCEDURES OF ERROR ANALYSIS15辔烨棟剛殓攬瑤丽阄应。2.3.1. Data for Error Analysis16峴扬斕滾澗辐滠兴渙藺。2.3.2. Recognition of Errors18詩叁撻訥烬忧毀厉鋨骜。2.3.3. Description of Errors19则鯤愜韋瘓賈晖园栋泷。2.3.4. Explanation of Errors21胀鏝彈奥秘孫戶孪钇賻。2.4. LIMITATIONS OF ERROR ANALYSIS26鳃躋峽祷紉诵帮废掃減。2.4.1. The Analysis of Errors in Isolation27稟虛嬪赈维哜妝扩踴粜。2.4.2. The Proper Classification of Identified Errors27陽簍埡鲑罷規呜旧岿錟。2.4.3. The Identification of Points of Difficulty29沩氣嘮戇苌鑿鑿槠谔應。2.4.4. The Biased Nature of Sampling Procedures30钡嵐縣緱虜荣产涛團蔺。CHAPTER 3 IMPLICATION AND SUGGESTIONS OF ERROR ANALYSIS懨俠劑鈍触乐鹇烬觶騮。.32謾饱兗争詣繚鮐癞别瀘。3.1. INEVITABILITY OF ERRORS32呙铉們欤谦鸪饺竞荡赚。3.2. USES AND SIGNIFICANCE OF ERRORS33莹谐龌蕲賞组靄绉嚴减。3.2.1. The Practical Uses of Errors33麸肃鹏镟轿騍镣缚縟糶。3.2.2. The Theoretical Uses of Errors34納畴鳗吶鄖禎銣腻鰲锬。3.3. REMEDIAL WORK353.3.1. The Need for Remedial Teaching35風撵鲔貓铁频钙蓟纠庙。3.3.2. Suggestions of Remedial Teaching37灭嗳骇諗鋅猎輛觏馊藹。CONCLUSION40REFERENCES42ABSTRACT IN ENGLISH ABSTRACT IN CHINESE绪论吉林大学硕士学位论文中英文关键词中文：对比分析 错误分析 中介语 语言习得 转移理论 英文：Contrastive AnalysisError AnalysisInterlanguage铹鸝饷飾镡閌赀诨癱骝。Language AcquisitionTransfer TheoryIntroductionHow on earth do people learn a new language? Even today, the way in which language learners gain knowledge and skills in a language that is not their mother tongue is still very much of a mystery. Before the 1960s, the field of first language acquisition was dominated bybehavioristideas.Theyemphasizedlearningthrough habit- formation, which was brought about by imitation, reinforcement and repetition of behavior. Until about the mid 1960s, the field of second language learning was dominated by the same ideas. In research into first language (L1) learning, deviations from the adult norm are interpreted as inevitable and systematic stages in the language learning process, whereas the traditional L2 learning research interpreted deviations from the L2 norm as mere errors.攙閿频嵘陣澇諗谴隴泸。This paper mainly deals with two approaches in analyzing second language learners deviations from the L2 norm, namely, Contrastive趕輾雏纨颗锊讨跃满賺。Analysis (CA) and Error Analysis (EA).The whole paper contains 3 chapters apart from an introduction夹覡闾辁駁档驀迁锬減。and a conclusion. Chapter 1 focuses on CA. It is founded on the assumption that L2 learners will tend to transfer to their L2 utterances the former features of their L1. Therefore, a systematic comparison of the source language (SL) and the target language (TL) at all levels of structure will generate predictions about the areas of learning difficulty in TL for speakers of SL. However, this hypothesis was challenged and strongly criticized both from the pedagogical value and the theoretical justification. In this circumstance, a newly elaborated methodological tool, EA, was well received. Chapter 2 thus mainly deals with the counterclaim of CA, attempting to explain the essentially creative nature of the language acquisition process, claiming that errors produced by second language learners are essential and inevitable, and creatively involved the formation of and revision of hypotheses regarding the rules of TL. A detailed study of the procedures of EA is presented which is the focal point of Chapter 2. Chapter 3 is about the implications and suggestions of EA. Errors ar