错误分析
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一.起源
错误分析理论（error analysis）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，C· Frices和R· Lado 等一些美国语言学家和语言教学家提出了对比分析 理论（contrastive analysis）。他们认为：通过对学 习者的母语（mother tongue）和目的语（target language）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。
Correction of errors in the classroom
• What errors to correct?
3 criteria: 1. Errors that affect communication should be corrected. 2. A grossly ungrammatical sentence should be corrected. 3. Errors in the structure or rule that is being taught should be corrected.
Basic assumptions
Errors in L2 learning are unavoidable.
Errors made by L2 learners can be observed, analyzed, classified and described.
3 steps to identify errors---a model provided by Corder
mistakes or errors?
errors of performance语言行为错误
（performance errors）由于紧张，粗 心，激动等等所犯的错误。
errors of competence语言能力错误
（competence errors）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， 一般有老师纠正
step 3 step 2 step 1
Providing pairs of illformed or inappropriate sentences and reconstructed wellformed sentences in the target language for comparison
products of chance circumstances, such as slips of the tongue or of the pen.
errors that reveal learners' underlying knowledge of the target language.
Only errors of competence are worth studying and analyzing, because they are systematic. But errors of competence can only be inferred from errors of performance.
Transfer of training
1.语际语言错误（interlingual errors)
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：the public medical fare （正确的 说法： the free medical fare ） to the Interlingual transfer refers （interference 2）在语法方面： I very much miss yousuch （正确的 of the first language, as 说法： the mechanical application of rules, set I miss you very much） or items of the L1 to L2 context. It （phrases 3）在文化方面：由于语言学习者对目的语的文化 explains many errors made at the beginning 风俗习惯不懂或者了解的较少，在使用目的语时套 stage of L2 learning. 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“Have you had your dinner?”对 西方国家的人来说就完全不适用。
Communication strategies is the conscious employment of a verbal or nonverbal mechanism for communicating an idea when precise linguistic forms are for some reason not readily available to the learner at a point in communication. Four main communication strategies are generally used by L2 learners: 1. avoidence 2. prefabricated petterns 3. appeal to authority 4. language switch
Description
stages in which errors are made
general nature of errors
levels of language
stages in which errors are made general nature of errors
1. Presystematic stage 2. Systematic stage 3. Postsystematic stage
Providing
interpretations and constructing well-
Identifying overt and
covert errors
formed sentences in
the target language
Description of errors
Comparison
Explanation of errors---why are errors made
Interlingual transfer Cognitive and affective factors
Explanation of errors
Intralingual transfer
Communication strategies
Difference from CA
CA: examine errors resulting from the interference of the first language; EA: examine errors attributable to all possible sources.
EA can easily supersede CA suːpə‘siːd 取代
例如：由于过度概括work，play，want等动词 变成过去式是直接在词尾加ed形式，学生就将动 词go，do，buy等写成了gaining refers to those errors caused by the way in which the language items have been presented or practiced, either in the classroom or in the textbook.
The definition of errors
Dulay et al: error refers to any deviation diːvɪ‘eɪʃ(ə)n 误 差 ， 偏 离 f r o m a selected norm of language performance, no matter what the characteristics or causes of the deviation might be.
Two issues are worth noting
Fossilization
1. 2. 3. 4.
addition 添加 omission 省略 substitution ordering 错误词序
levels of language
phonology [fə‘nɒlədʒɪ]音系学, orthography [ɔː'θɒgrəfɪ]写作体系, lexicon, grammar, discourse
Brown: Error analysis is based on the following assumptions
Human learning involves making errors. Errors made by L2 learners help understanding the process of L2 learning.
2语内语言错误（intralingual errors）
Intralingual transfer refers to overgeneralization of rules of the target language. Intralingual transfer occurs when the learner has learned some rules of the target language but has not learned the restrictions of their application. 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。
Cognitive and affective factors: The learner's style of thinking and personality style can also be sources of err ors . A n impuls ive person, for example, may speak fluently in the target language but with more errors, whereas a reflective person may make fewer errors in his careful but hesitant speech in the target language.
• How to correct errors?
It requires a combination of affective, cognitive and linguistic judgement. The basic principle is that correction should not impede communicaion while accomplishing a certain purpose.
Definition
1. L o n g m a n D i c t i o n a r y o f A p p l i e d Linguistics: The study and analysis of the errors made by second and foreign language learners. 2. Corder: Error analysis is a type of bilingual comparison, a comparison between learner's interlanguage and the target language.
错误分析理论（error analysis）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，C· Frices和R· Lado 等一些美国语言学家和语言教学家提出了对比分析 理论（contrastive analysis）。他们认为：通过对学 习者的母语（mother tongue）和目的语（target language）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。
Correction of errors in the classroom
• What errors to correct?
3 criteria: 1. Errors that affect communication should be corrected. 2. A grossly ungrammatical sentence should be corrected. 3. Errors in the structure or rule that is being taught should be corrected.
Basic assumptions
Errors in L2 learning are unavoidable.
Errors made by L2 learners can be observed, analyzed, classified and described.
3 steps to identify errors---a model provided by Corder
mistakes or errors?
errors of performance语言行为错误
（performance errors）由于紧张，粗 心，激动等等所犯的错误。
errors of competence语言能力错误
（competence errors）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， 一般有老师纠正
step 3 step 2 step 1
Providing pairs of illformed or inappropriate sentences and reconstructed wellformed sentences in the target language for comparison
products of chance circumstances, such as slips of the tongue or of the pen.
errors that reveal learners' underlying knowledge of the target language.
Only errors of competence are worth studying and analyzing, because they are systematic. But errors of competence can only be inferred from errors of performance.
Transfer of training
1.语际语言错误（interlingual errors)
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：the public medical fare （正确的 说法： the free medical fare ） to the Interlingual transfer refers （interference 2）在语法方面： I very much miss yousuch （正确的 of the first language, as 说法： the mechanical application of rules, set I miss you very much） or items of the L1 to L2 context. It （phrases 3）在文化方面：由于语言学习者对目的语的文化 explains many errors made at the beginning 风俗习惯不懂或者了解的较少，在使用目的语时套 stage of L2 learning. 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“Have you had your dinner?”对 西方国家的人来说就完全不适用。
Communication strategies is the conscious employment of a verbal or nonverbal mechanism for communicating an idea when precise linguistic forms are for some reason not readily available to the learner at a point in communication. Four main communication strategies are generally used by L2 learners: 1. avoidence 2. prefabricated petterns 3. appeal to authority 4. language switch
Description
stages in which errors are made
general nature of errors
levels of language
stages in which errors are made general nature of errors
1. Presystematic stage 2. Systematic stage 3. Postsystematic stage
Providing
interpretations and constructing well-
Identifying overt and
covert errors
formed sentences in
the target language
Description of errors
Comparison
Explanation of errors---why are errors made
Interlingual transfer Cognitive and affective factors
Explanation of errors
Intralingual transfer
Communication strategies
Difference from CA
CA: examine errors resulting from the interference of the first language; EA: examine errors attributable to all possible sources.
EA can easily supersede CA suːpə‘siːd 取代
例如：由于过度概括work，play，want等动词 变成过去式是直接在词尾加ed形式，学生就将动 词go，do，buy等写成了gaining refers to those errors caused by the way in which the language items have been presented or practiced, either in the classroom or in the textbook.
The definition of errors
Dulay et al: error refers to any deviation diːvɪ‘eɪʃ(ə)n 误 差 ， 偏 离 f r o m a selected norm of language performance, no matter what the characteristics or causes of the deviation might be.
Two issues are worth noting
Fossilization
1. 2. 3. 4.
addition 添加 omission 省略 substitution ordering 错误词序
levels of language
phonology [fə‘nɒlədʒɪ]音系学, orthography [ɔː'θɒgrəfɪ]写作体系, lexicon, grammar, discourse
Brown: Error analysis is based on the following assumptions
Human learning involves making errors. Errors made by L2 learners help understanding the process of L2 learning.
2语内语言错误（intralingual errors）
Intralingual transfer refers to overgeneralization of rules of the target language. Intralingual transfer occurs when the learner has learned some rules of the target language but has not learned the restrictions of their application. 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。
Cognitive and affective factors: The learner's style of thinking and personality style can also be sources of err ors . A n impuls ive person, for example, may speak fluently in the target language but with more errors, whereas a reflective person may make fewer errors in his careful but hesitant speech in the target language.
• How to correct errors?
It requires a combination of affective, cognitive and linguistic judgement. The basic principle is that correction should not impede communicaion while accomplishing a certain purpose.
Definition
1. L o n g m a n D i c t i o n a r y o f A p p l i e d Linguistics: The study and analysis of the errors made by second and foreign language learners. 2. Corder: Error analysis is a type of bilingual comparison, a comparison between learner's interlanguage and the target language.