错误分析课件

,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,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，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（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。,1,Definition,Longman Dictionary of Applied Linguistics,: The study and analysis of the errors made by second and foreign language learners.,Corder: Error analysis is a type of bilingual comparison, a comparison between learners interlanguage and the target language.,2,The definition of errors,Dulay et al: error refers to any,deviation,dive()n,误差，偏离,from a selected norm of language performance, no matter what the characteristics or causes of the deviation might be.,3,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。,products of chance,circumstances, such,as slips of the,tongue or of the pen.,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,errors that reveal,learners underlying,knowledge of the,target language.,VS,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.,mistakes or errors?,4,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,supsid,取代,VS,5,Basic assumptions,Human learning involves making errors.,Errors in L2 learning are unavoidable.,Errors made by L2 learners can be observed, analyzed, classified and described.,Errors made by L2 learners help understanding the process of L2 learning.,Brown: Error analysis is based on the following assumptions,6,3 steps to identify errors-a model provided by Corder,Identifying overt and covert errors,step 1,Providing interpretations and constructing well-formed sentences in the target language,step 2,Providing pairs of ill-formed or inappropriate sentences and reconstructed well-formed sentences in the target language for comparison,step 3,7,Description of errors,Comparison,Description,stages in which errors are made,general nature of errors,levels of language,8,Presystematic stage,Systematic stage,Postsystematic stage,stages in which errors are made,general nature of errors,levels of language,addition 添加,omission 省略,substitution,ordering 错误词序,phonology,fnld,音系学, orthography,grf,写作体系,lexicon, grammar, discourse,9,10,Explanation of errors-why are errors made,Explanation of errors,Interlingual,transfer,Cognitive and affective factors,Communication,strategies,Transfer,of training,Intralingual,transfer,11,1.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）,（2）在语法方面：I very much miss you （正确的说法：,I miss you very much）,（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“Have you had your dinner?”对西方国家的人来说就完全不适用。,Interlingual transfer,refers to the,interference of the first language, such as the mechanical application of rules, set phrases or items of the L1 to L2 context. It explains many errors made at the,beginning stage,of L2 learning.,12,2,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。,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goed，doed，buyed,13,Transfer of training,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.,14,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,15,Cognitive and affective factors,: The learners style of thinking and personality style can also be sources of errors. An impulsive 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.,16,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.,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.,17,Two issues are worth noting,Fossilization,Pidginization,The relatively permanent,incorporation of incorrect linguisitic forms into a persons second language competence,. It is a process which sometimes occurs in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.,The process by which,a pidgin develops,. A pidgin is a language which develops as a contact language when groups of people who speak different languages come into contact and communicate with one another.,18,举例,T:What did you do last week?,S 1;I,go,for some flowers.,went,分析：语际语言错误中的语法错误。,S 2: I,will,go,a,zoo.,went/ to,分析：语际语言错误中的语法错误，省略错误，,语言行为错误由于紧张,。,T:What do you want to know about their trip？,S:How,does,she go to the stonehenge?,did,分析: 语际语言错误中的语法错误，例外很可能由于紧张导致的错误属于语言行为错误,T:When did they go?,S:Last saturday they,go.,went,分析：语际语言错误中的语法错误，例外很可能由于紧张导致的错误属于语言行为错误,19,T:When did they do there?,S:She can take photos.,T:she took or take?,老师 纠正,分析：语内错误，老师提醒学生选择take 还是took,语言能力错误,语际错误中的语法错误,S:They had a picnic and,they,took photos.,分析：添加错误,20,T：Which photo is linlins take？,S:It is B,T:What about A?,S:Beacuse linlin,is a,had a helicopter ride to take photos from the sky/air.,分析：,添加错误,，,语际错误中的语法错误，干扰错误，言语能力错误（需要老师纠正）老师说,i know ,T:What is the stone like？,S;I think it,is,big.The stones is big.,are,分析,：语际语言错误中的语法错误,21,Thank you!,