English teaching in the principles of language errors and error correction4624

1、english teaching in the principles of language errors and error correction abstract: this paper reviews the field of second language acquisition research on the wrong course of analyzing the root causes of errors, while according to language teaching methodology and the authors teaching practice, co

2、mbined with empirical aspects of second language acquisition research, presented in teachingenglish teaching the principles of error correction - emotional principles, the principle of efficiency and classification of error-correcting principles. keywords: english medium of instruction the principle

3、s of error correction 1 introduction foreign language teaching in the language of the error is an objective reality, and it is inevitable. as with other practical activities, as in foreign language learning, many learners have all along been fighting with the wrong, and strive to eliminate the mista

4、kes to achieve the perfect language learning. however, practice shows that the complete elimination of language errors is a beautiful dream. as we all know, english teaching is a very complicated project. especially in the social teaching of english as a foreign language environment, english languag

5、e teaching should not only involve purely linguistic knowledge, but must also consider the language variation, pragmatics of knowledge, cultural differences, mother tongue influence, teaching methods, learner differences, and many other relevant factors. coupled with the phenomenon of language petro

6、chemical production, only a small number of learners to achieve the target language countrys language skills. therefore, the language errors in english language teaching has become a major difficult to eradicate the plague. that being the case, then how should we handle students in a language mistak

7、e? second, errors in language acquisition research error research in the field of second language acquisition plays an important role. in the early second language acquisition research, behavioral psychology and structural linguistics provides a theoretical support for its development. by ivan pavlo

8、v and bfskinner behavioristic psychology as represented by the view that language learning is a kind of human behavior, he, like other human behavior by stimulating - to reflect - to strengthen the process of gradually become a common practice. behavioral psychology to the structure of language as a

9、 hierarchical structure that combines the comparative analysis of the formation of the influential theory of (the contrastive analysis hypothesis). the doctrine, second language acquisition of language errors and the main obstacles due to the interference of the mother tongue of the second language,

10、 through the structural analysis of the two languages, linguists can foretell the learners in language learning difficulty. fundamentally speaking, language learning is to overcome the mother tongue and target language system, the differences, such differences is what we call the mother tongue of ne

11、gative transfer. lado and others on the basis of, stockwell and so further put forward a specific measure of the difficulty scale to differences in both languages, and to explain the mistakes of learners. the late 20th century, 60 to chomskys mind, represented by the behaviorist school of mechanical

12、 challenges, coupled with teaching practice and the theory itself, the limitations of comparative analysis have been gradually error analysis (error analysis) replaced. linguists have tried to start from the learners language errors, through an error analysis to explore the psychological processes i

13、n second language acquisition and learning rules. language errors become the main research materials researchers, error analysis becomes learned on the main entry point. however, the error analysis is not perfect, it is still based on differences in the target language description at the expense of

14、the language learners in the role of cognitive processes in the main body. in 1972, selinker proposed interlanguage (interlanguage) concept. in his view, learners in foreign language learning in the hands of the language is different from the target language is different from the mother tongue also

15、is a mother tongue and target language in the middle of the state. the proposal marks the interlanguage theory second language acquisition research became an independent discipline (yang lianrui, 2005). since then, a large number of acquisition theory and empirical research results continue to emerg

16、e. in second language acquisition short history, we can find, whether it is comparative analysis or error analysis, and, later, the interlanguage theory, learner errors in second language acquisition research has always been the focus of the study. at the same time we can also found that the wrong a

17、ttitude in dealing with researchers more rational and mature, they think the dynamic experienced refused error - received an error - a significant turning point in parsing error. corder (1967) that the error is very important to learners , it can give researchers learners on how to learn the languag

18、e of the evidence, as well as language learning strategies used by learners and procedures. thus, language mistakes is actually a valuable teaching resources. in teaching, as long as teachers treat the students the correct language errors, often conduct classroom action research, rational analysis o

19、f student language errors, teachers can grasp the law of cognitive learning, they will find themselves in teaching the problems, this source of language the student will no doubt wrong to think rationally on a higher level at a deeper and pushed to improve our working environment. 3, error explorati

20、on in order to help students develop the correct language system, to eliminate the phenomenon of language, petrochemical and accelerate the transition of students language stage of language development process, the students analyze and correct language errors is necessary. corder (1967) to be divide

21、d into two kinds of language errors - mistakes and errors. the former refers to a certain degree of language learners is not the correct use of the rules, this widespread error is not derived from the language of the defects, but because of language output of the monitor malfunction caused. the latt

22、er refers to the learners interlanguage and the target language used by users of this family of language differences, it reflects the transition of language learners level of development. errors in this article referred to the natural cover mistakes and errors both. with regard to the wrong source,

23、many scholars made a lot of research. according to brown (2001) point of view, students of language errors mainly come from four areas: interlanguage migration (interlingual transfer), migration within words (intralingual transfer), the learning environment (context of learning) and communication st

24、rategies (communication strategies) interlingual migration is the mother tongue of the target language learning. in the initial stages of language learning, as foreign language unfamiliar system, combined with their own language system, not yet formed, so learners through the mother tongue is the on

25、ly option. pairs of chinese learners to learn the japanese language to learn english much more than favorable, since japanese writing system and chinese have great similarity, which is chinese for positive transfer of learning japanese. respectively, in the mother tongue german, spanish, chinese, ar

26、abic and italian learners of english learning caused by the interference from the native language of the error analysis shows that learning chinese in english the negative impact of the largest ( 51%) (ellis, 1999, p302, table 8.1). language learners within the migration refers to the transfer of kn

27、owledge within the target language. the study found that early language learning, language learners, the main error in order to interlingual transfer. once the learners to master a certain amount of linguistic knowledge, their language will be relocated within the error appeared in large numbers. la

28、nguage within the main form of negative transfer, that is what we call the over-generalization (overgeneralization). learners can be achieved by a number of specific examples of the observations, introduction of a rule, then the transition to this rule applied to other similar places. for example, w

29、hen learners find a few regular verbs in the past from time to time, they may say goed and other incorrect form. learning environment refers to a teacher guided classroom environment with or without a teacher to guide social environment. in the classroom environment, teachers are not properly explai

30、ned, inappropriate teaching methods may be learners generate an error. similarly, in the social environment, the learners may also be due to cultural factors such as acquisition of the purpose is different from the standard dialect. communication strategy is to achieve communicative purposes, for us

31、e in communication to resolve communication barriers to initiatives or programs. to express his own ideas, learners often use some generation strategy, and these strategies can sometimes become a source of error, such as the creation of shengci (airball), invented sentence and so this is the case. e

32、llis (1999) is also included in the wrong language errors and apply the wrong language, the former consisting of the inter-migration caused by errors within the phrase, which include processing and communication strategies arising from errors. domestic scholars zhang fei (2005) the use of chinese en

33、glish learners corpus, analysis of all of the five sub-corpus of all the corpus, the use of factor analysis methods in 61 kinds of mistakes identified 17 types of common errors, and then go to the respective into the language errors, the mother tongue of negative migration, language errors and teach

34、ing issues within the four major categories. this conclusion is wrong with the above analysis and comparison of similar origin. of course, the students are many reasons for language errors, and teaching any of the factors that are likely to be the root causes of student language errors, which requir

35、es teachers in the teaching of careful analysis and careful study. fourth, the principle of error correction language learners need to correct this mistake is a long-controversial issue. krashen believes that learning and acquisition is no interface to learn the knowledge of the learners in the norm

36、al communication needed in the development of tacit knowledge is of no help, that is to learn the knowledge learned can not be transformed into knowledge. he even put forward the zero option (the zero option) to say, advocates abandoning the formal learning guidance for learners, krashen to correct

37、mistakes as a serious mistake. however, krashens theory of non-interface is not perfect, tacit knowledge into explicit knowledge is not impossible, recognized the distinction between learning and acquisition does not imply recognition of non-interface between the two views (ellis, 1999, p360) . bley

38、-vroman (1983) of the mother tongue and second language acquisition has done a lot of comparative study found that, when children learned their mother tongue is not necessary to correct mistakes, but to correct foreign language learning the language of the error committed when it is useful and somet

39、imes necessary (ellis, 1999, p107). so, in the actual teaching, teachers should be based on the principles of how to do error correction? in my opinion, should do the following: first: the principle of emotion. in language acquisition, regardless of the learners personality, motivation, attitude, le

40、arners can be successful language acquisition. however, in language acquisition, the learners emotional factors to a large extent determine the final level of foreign language learning. according to the author survey, there are a considerable number of english learners in english language and cultur

41、e to hold a long psychological distance, depending on the english for employment when a chip. one can imagine that this lack of emotion and deep motivation of foreign language learning can achieve what the ultimate purpose. therefore, in this context of foreign language teaching, teachers, emotional

42、 input and emotional development of students is very important. when a student language errors occur when the patient and guide for teachers to patiently and avoid sarcastic irony, and dampen the enthusiasm of students and hurt the students self-esteem and emotional vulnerability of foreign language

43、 learning. otherwise, the teacher misconduct are likely a direct result of the early failure of language learners. reposted elsewhere in the paper for free download http:/ second: the principle of efficiency. in the foreign language classroom, teachers often correcting the negative effect is obvious

44、 to see, which requires teachers to pay attention to the efficiency of error-correcting when. lightbown and spada (1990) examined the communicative language teaching environment, teachers, language fails to feedback effects. they investigated a number of english in quebec communicative classroom fou

45、nd that many teachers are very concerned about the students language errors, and many accept the error correction of the learner in some structure to achieve a high output accuracy (for example, there be sentence). of course, the simple structure of an independent language may also be about to achie

46、ve the same effect. however, lightbown (1991) pointed out that she had earlier in the investigation of learners practice a few hours there be after the sentence will still be used in future output it has (ellis, 1999, p640). therefore, the whether learning new knowledge or a correction, combined wit

47、h a certain language environment is better. this not only can cause sufficient attention to learners, but also can enhance the learners understanding of knowledge to promote learner knowledge internalization. tomasello and herron (1988,1989) also carried out a survey on the error-correcting effect,

48、they compared the french as a second language, foreign language learners accepted the guidance of two different error-correcting after the results. to a group of learners, they would only show and explain the problem; to another group of learners, they use a garden path approach (the garden path tec

49、hnique), that is, first inducing a learners error, and then add to analysis and correction. their results show that guide the students to take the garden path is more effective. tomasello believes that on the one hand probably because the garden path can promote their own departure from the language

50、 learner with the correct target language language control; the other hand, this technique can arouse the curiosity to improve learner motivation to learn (ellis, 1999 , 641). zhao (2005) collected a corpus of 30 english lessons to explore the three different levels of classroom teachers on how to u

51、se feedback to correct language and how they affect the students of these feedback language output. it was found that the form of consultations, the phrase is more conducive than the other feedback to guide students to produce a revised output. therefore, teachers explain the error correction can no

52、t be a simple repetition of language structure, in order to improve the efficiency of error correction, teachers must not only pay attention when the error correction error correction environment, but also to adopt flexible error correction techniques, bring into full play the main role and initiati

53、ve of students, multi-purpose form of consultations, the improved error correction efficiency. third: the principle of hierarchical classification. structuralist view of language to language as a hierarchy of different people in foreign language learning is also often follow voice - vocabulary - gra

54、mmar in order to learn foreign languages, the same token, the language of errors committed by learners will be showing a relationship between different levels . therefore, teachers should first consider the various types of error-correcting error correction order, and strive to make their programs c

55、onsistent with student acquisition of error-correcting model of development. in this regard, the field of second language acquisition research on morpheme acquisition can provide us with some inspiration. krashen after a number of cross-cultural studies to make a second language acquisition, said th

56、e natural order of (the natural order hypothesis). learners only learned only after the previous knowledge of the transition to the back of knowledge, and most of them showing the same acquisition sequence. in addition, pienemann (1985) in the multi-dimensional model (the multidimensional model) als

57、o made on the basis of assumptions that can be taught (the teachability hypothesis). in his view, only the learners interlanguage is close to the natural acquisition of language structure level, the guidance of teachers, can promote the students language acquisition (ellis, 1999, p634). in foreign l

58、anguage teaching, teachers, guidance (including the error correction included) must grasp the sequence of foreign language acquisition learners, based on the students understanding of the law, identify the students zone of proximal development, the orderly conduct of teaching and error correction. i

59、n the communication-based classroom, teachers have to influence the extent of communication based on the errors of the primary and secondary points. teachers should be very careful attention to interfere with communication errors, such as: significant and widespread errors in sentence structure (global errors) (ellis, 1999, p67), should smooth the students to conv