错误分析理论在初中英语写作教学中的应用研究.docx

《错误分析理论在初中英语写作教学中的应用研究.docx》由会员分享，可在线阅读，更多相关《错误分析理论在初中英语写作教学中的应用研究.docx（17页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、ContentsChinese Abstract 2English Abstract 31. Introduction 41.1 Research Background 41.2 Research Significance 52. Literature Review 52.1 Definition of Error Analysis Theory 52.2 Research Abroad on Error Analysis 62.3 Research at Home on Error Analysis 73. Application of Error Analysis Theory to En

2、glish Writing Teaching in Junior Middle School 73.1Subjects and Compositions 7 3.2Design of Applying Error Analysis Theory 83.3 Collection and Analysis of Data 93.4 Discussion of Causes of Errors 124.Suggestions of Applying Error Analysis Theory in Junior Middle School English Writing Teaching 134.1

3、For Teachers 134.2 For Students 135. Conclusion 14References 15错误分析理论在初中英语写作教学中的应用研究摘 要随着社会的进步和国际间的频繁交流，社会各界对英语的需求日益增加。而英语写作作为英语综合运用能力的体现，一直以来都是英语教学的重点和难点。但大部分的中学并没有开设专门的写作课，教师忽视对学生写作能力的训练。所以如何有效提升初中英语写作教学水平和提高初中生英语写作能力成为当前初中英语写作教学工作的一大难题。本文主要探究错误分析理论在初中英语写作教学中的应用以及其有效性。首先运用文献研究法，广泛阅读和收集有关写作教学策略等方面的

4、书籍。其次结合实证收集和数据分析，采集和分析初中生的不同时间段写的真实有效的习作，总结出三种错误类型和导致错误产生的原因，最后提出有效性的初中英语写作教学方法，更好提高初中学生英语写作水平。关键词：错误分析；初中学生；英语写作教学 StudyontheApplicationofErrorAnalysisTheorytoEnglishWritingTeachinginJuniorMiddleSchoolAbstractWith the depth of society development and frequency of international communication, the de

5、mands for English from all walks of life are increasing and the English language teaching has received considerable scholarly attention in recent years. In the process of learning English, English writing skills indicate the comprehensive ability of English language learning, which is the key point

6、and difficult point of English language teaching. The study takes junior middle school students as an example. Most schools dont conduct special writing classes and teachers often neglect the training of students writing ability, which has long been a question of great interest in juniormiddleschool

7、 English writing teaching.The paper provides an overview of the application of Error Analysis Theory and its effectiveness for English writing teaching in junior middle school. Firstly, it adopts literature research to scan and collect a number of relevant information. Secondly, the paper collects a

8、nd analyzes the compositions from the junior middle school students and then elaborates three classifications of writing errors and the main reasons which lead to errors. Finally, this study puts forward effective and targeted teaching strategies in actual classes to enhance the English writing leve

9、l of junior middle school students more quickly.Key words: error analysis; junior middle school students; English writing teaching 1. Introduction1.1 Research Background Nowadays, English plays a pivotal role in communication and is one of the subjects concerned by the whole society. Junior middle s

10、chools have begun to place great emphasize on English teaching. Moreover, as an essential element of language learning, writing is one of the vital means of language output and communication. English writing ability is one crucial competence in foreign language teaching as well as a comprehensive ab

11、ility of listening, speaking, reading and writing skills in language learning. Under the new curriculum reform, the English Curriculum Standards clearly proposes that at the end of junior middle school, students should attain Level-5 (Qi Xiaofei, 2016). She stated that the concrete contents are as f

12、ollows: students can gather and organize materials according to the purpose of writing; write short passages independently and make modifications guided by teachers; use common linking words to express more fluently and logically in writing; write simple descriptions of people or things; write simpl

13、e paragraphs and explanations according to given pictures or tables. The essence of foreign language teaching has turned to students, who are the center of the organization and implementation of teaching, so that students can develop and promote their ability while discovering, exploring and solving

14、 problems in writing. So the issue of improving the ability of English writing and how to deal with errors in the current situation has received considerable critical attention. However, considering from the present position of junior middle school English writing learning, students are universally

15、poor in writing regardless of certain accumulation of English vocabulary and grammar. They are not capable of using what they have learned to express their views freely and are restrained on the overall text organization. Some articles written by them are simply stacks of words and lack unity and co

16、herence. At the same time, in the practice of junior middle school English teaching, writing has always been in a weak position. The traditional teaching methods are still dominated by teachers and limited to textbooks, which fail to meet the requirements of contemporary education. Teachers consolid

17、ate the students grasp of grammar through plentiful of grammar practice to achieve teaching objectives quickly. In the face of errors in students writing, many teachers frequently circle and revise them with red pens and then spend lots of time commenting in the class. Nonetheless, students continue

18、d to make the same errors in later assignments, and are unable to translate information they have received into productivity, which is indeed a dreadful spectacle to behold. That has made a vicious cycle in teachers teaching and frustrated students enthusiasm for learning English. Therefore, it is n

19、ecessary for teachers to explore new methods of how students interest can be aroused and teaching process can be improved.1.2 Research Significance Errors are an objective part of the second language acquisition and exist throughout the process. The study of learners errors is able to expand the sco

20、pe of the understanding of learning process. Junior middle school is the key period for students and lays the foundation for their further education. The paper mainly surveys on junior middle school students writing from Dongqiao Middle School and describes the design and implementation of ErrorAnal

21、ysisTheory, offering a better combination of the perfection of teaching methods and the cultivation of English writing ability of junior middle school students.With the further implementation of ErrorAnalysisTheory, as an effective teaching method, for teachers, they can know the errors that student

22、s easily make and in which part of knowledge they cant master solidly. Plus, they can know the reasons why students make mistakes clearly, make planned modification in the ways of teaching and take measures to improve students writing efficiency and ability (Qi Xiaofei, 2016). For students, they can

23、 know their shortcomings and deficiencies in English writing specifically and then strengthen practice and decrease the incidence of errors as much as possible, so as to achieve the best learning effect. Both teaching efficiency and students learning will be maximized.2. Literature Review2.1 Definit

24、ion of Error Analysis Theory“Error” was a word that people wanted to avoid before Error Analysis Theory appeared. Error Analysis Theory is an important theory which analyzes learners language errors through research, expounds the reasons that cause the errors and sums up some common rules which can

25、reflect the teaching procedures, optimizing the ways of teaching and improving the quality of English writing teaching. The past decades has witnessed a surge of interest in the effects of error analysis. The first rigorous discussions of errors emerged in Corders (1967) article: The Significance of

26、 Learners Errors. He established the role and status of errors in the process of learning foreign languages, looking at errors from a language learners perspective. Selinker (1972) published an essay: Interlanguage and exposited the impact of the process of learning foreign languages by five types o

27、f errors. Ellis (1999) published a book: The Study of Second Language Acquisition and considered errors as the deviation from the target language. James (2013) elaborated every aspect in error analysis and declared the significance of errors. Murad (2015) analyzed the classifications and reasons of

28、errors in students writing. They came to a conclusion that it was meaningful to teachers, learners and researchers to analyze errors in their researches (Shi Gaigai, 2019). Jana (2016) analyzed typical errors in writing and declared the significance of errors. “Error” is refined by Error Analysis Th

29、eory and people have viewed errors more dialectically. This theory has two main aspects: the procedures of error analysis and the classifications of errors.Corder (1974) has put forward error analysis steps in 1974. There are five classical steps. The first step of Error Analysis is the collection o

30、f samples of learner language. Sampling can reflect the reality of students usage of language in some degree. The second step is the identification of errors. If it is not consistent or proper with the grammatical rules or communicative situations, teachers can demonstrate an error appears. Otherwis

31、e, there are no errors. The third step is the description of errors. Teachers describe errors and divide them into different categories and describe the errors. The fourth step is the explanation of errors. It refers to explore and find the causes of errors. The last step is the evaluation of errors

32、. It is to evaluate the errors and look upon errors rationally and dialectically, which can provide precious teaching resources for teachers and reinforce English teaching plans and teaching process. Many foreign scholars have presented their opinions about the classifications of errors. “Carl James

33、 (1998) claimed that errors could be classified into four types according to the causes of errors: interlingual errors influenced by mother tongue, intralingual errors caused by target language, communication strategy based errors and induced errors” (Han Zhuya, 2015: 8-9).2.2 Research Abroad on Err

34、or Analysis Error Analysis Theory have experienced lengthy history since it emerged. The first detailed theory that appeared in the society is Contrastive Analysis and it was created to collect and analyze the errors in learning. The Significance of Learners Errors published by Corder (1967) is the

35、symbol of the beginning of Error Analysis Theory. He pointed out that learners errors played a significant role in language learning. After prolonged and unremitting efforts, Corder (1974) presented five-step error analysis method which has been recognized as the most classic category. Until then, l

36、earners errors were no more considered as futile things but regarded as learners learning outcomes. Selinker (1972) published an article: Interlanguage and examined the impact of the process of learning foreign languages by five types of errors. During the recent years, “Richards, Schmidt and Platt

37、(2002) put forward that errors were used as a linguistic form in the process of speaking or writing of another language, showing learners faulty or incomplete learning” (Han Zhuya, 2015: 6). Karim (2015) carried out extensive research into errors in Bangladeshi EFL learners compositions and drew a c

38、onclusion that the errors appearing frequently were the inconsistency of subject-predicate in the sentences. AlZoubi (2018) adopted quantitative description to survey sophomores in Ajloun National University and stated ten different errors students often made in their compositions, such as improper

39、use of vocabulary and punctuation and misspellings. Therefore, it can be concluded that foreign studies on errors in language teaching are relatively scattered and mainly concentrate on the following aspects: whether we should correct them or not, what mistakes we should correct, when we should corr

40、ect them, how we should correct them, and by whom.etc. These error analysis theories have greatly enriched the research results of foreign language teaching, deepened peoples understanding of the teaching process, and attached great significance to foreign language teaching.2.3 Research at Home on E

41、rror AnalysisCompared with foreign studies, the researches in China started in the 1980s and developed in an all-around step in the 1990s. Some scholars have made continuous studies and tried to seek a dramatic advance in Error Analysis Theory based on the results of Error Analysis abroad. Gui Shich

42、uan (1985) published a book: Psycholinguistics and proposed that error analysis was a teaching method in the class. By analyzing learners mistakes, teachers can check the learning situation of students. Wang Chuming (1990) published Applied Psycholinguistics and pointed out that error analysis helpe

43、d us realize that language learning was an active construction process of learners. Dai. Manchun and Wang Xiangling (1997) highlighted five aspects of error analysis, which yielded remarkably results at that time. Cai Longquan and Dai Weidong (2001) concluded the types of errors according to the pre

44、vious theories. They clearly indicated four basic principles of classifications: self-sufficiency, interactivity, systematicness, and objectivity. Hou Minji (2011) contrasted Contrastive Analysis Theory with Error Analysis Theory and Interlanguage Theory and briefly introduced the contribution and i

45、nsufficiency of them. Shi Jun (2016) made an in-depth study of the writing compositions of sophomores majoring in non-English based on Error Analysis Theory and illustrated that lexical errors, grammatical errors and discourse errors that frequently appeared. Chen Keke (2018) made a research on soph

46、omores compositions and built a small corpus to identify, classify and discuss the errors students often made, and then put forward the corresponding correction strategies, which can effectively reduce the error rate of students in English writing so as to improve their English writing level. In sho

47、rt, domestic scholars have investigated the classifications of language errors based on Error Analysis Theory with abundant research materials. They have mainly classified language errors into three types: interlingual errors, intralingual errors and developmental errors. They have also analyzed the causes of errors in language learning, applied them into English teaching and promoted the English teaching in China combined with the specific environment of language learning in Chi