erroranalysis.

偏误分析ErrorAnalysis误差分析产生背景产生于60年代，兴盛于70年代。1。随着行为主义的语言习得观受到越来越多的批评，对比分析的理论和研究方法受到人们的质疑。对比分析仅仅对学习者的母语和目的语系统进行对比，忽视了学习者的语言系统的研究。实践中，许多错误并非源于两者之间的差异性。2.1967年，Corder发表论文“学习者误差的意义”(theSignificanceofLearnerErrors)，提出了“偏误分析”的理论和研究方法。与“对比研究”不同，它的着眼点是学习者的语言错误，进而对产生错误的原因开展探讨和研究.由于对比分析受到挑战和批评，偏误分析取代了对比分析方法。ErrorAnalysisNotallerrorscanbeexplainedbyCA.(exceptL1interference,errorswerecausedbyothermorefactors.)Erroranalysisprevailedin1970s.Corder:firstraisederroranalysis(“thesignificanceoflearners’errors”)对比分析与误差分析两种研究方法体系强硬派：两语之间的差异性决定教学的难点和重点对比分析温和派：从语言差异的角度分析和解释语言错误误差分析：关注学习者语言，注重学习者自身的语言建构L1和L2IL和L2ErroranalysisIn1970sandearly80s,alargenumberofpapersonerroranalysiswerepublishedthroughouttheworld.Definition:Erroranalysisisthestudyandanalysisoftheerrorsmadebysecondlanguagelearners.对学习者在第二语言习得过程中所产生的偏误进行系统的分析，研究其来源，从而了解第二语言习得的过程与规律。偏误分析是第一个关注学习者的语言系统的理论，提出了调查学习者语言系统的研究方法。ThedefinitionsofErrorsa.AclassicaldefinitionwasgivenbyCorder(1973:295-61)asbreachesofcode,thatis,theyarethesignsofanimperfectknowledgeofthecode,forthelearnershavenotyetinternalizedtheformationrulesoftheforeignlanguages.b.Brown(1994:205)defineserrorsasanoticeabledeviationfromthegrammarofanativespeaker,reflectingtheInterlanguagecompetenceofthelearner.c.James(2001:1)defineserrorssimplyasunsuccessfulbitsoflanguage.d.RichardsandPlatt(2002:159)regardserrorastheuseofalinguisticiteminawaywhichafluentornativespeakerofthelanguageregardsasshowingfaultyorincompletelearning.FunctionsoferroranalysisTofindoutwhaterrorsaremostlikelytooccurinforeignlanguagelearningTofindthereasonsbehindtheseerrorsTothrowlightonthelearner’smechanismoflanguageacquisition,andfindwaystopredictandpreventtheoccurrenceofsucherrors.CORDER(1967,1973)pointedoutthaterrorshavetheoreticalandpracticalsignificance.Theyprovidetheteacherwithinformationabouthowmuchtheleanerhadlearntindicatingtothemtheeffectivenessoftheteachingmaterialsandtechniques.Theyprovidedtheresearcherwithevidenceofhowlanguagewaslearnt;andTheyservedasdevicesbywhichthelearnerdiscoveredtherulesofthetargetlanguage.TheprocedureoferroranalysisCollectionofasampleoflearnerlanguageRecognition/identificationDescriptionExplanationEvaluationCorder（1974）提出了偏误分析步骤和方法及其评价方法，大大地促进了偏误分析的发展。偏误分析包括五个步骤：1.学习者语言样本的收集；2.学习者偏误的鉴别；标准3.学习者偏误的描写；分类4.学习者偏误的解释；5.学习者偏误的评价。原因偏误分析的步骤Collectionofasampleoflearnerlanguage（1）语料收集的范围：sizeofthesample大规模、massivesample特定规模、specificsample个案；incidentalsample（2）语料收集的方式：自然表达、面谈、实验；（3）影响学习者语言偏误的因素：口语、书面语的、会话、叙述；话题的内容；学习者的水平、母语背景、习得的环境languagemediumLearnerproductioncanbeoralorwrittengenreLearnerproductionmaytaketheformofaconversation,alecture,anessay,alettercontentThetopicthelearneriscommunicatingaboutlearnerlevelElementary,intermediate,oradvancedMothertongueThelearner’sL1LanguagelearningexperienceThismaybeclassroomornaturalisticoramixtureofthetwoRecognition/IdentifyingerrorsFirstaskwhetherthesentenceisgrammaticallycorrectIftheanswerisnegative,errorsexist.Iftheanswerispositive,furthercheckwhetherthesentenceisappropriateIftheanswerisnegative,mistakeexist.OnedayanIndiangentleman,asnakecharmer,arrivedinEnglandbyplane.HewascomingfromBombaywithtwopiecesofluggage.Thebigofthemcontainedasnake.Amanandalittleboywaswatchinghiminthecustomesarea.Themansaidtothelittleboy“Goandspeakwiththisgentleman.”Whenthelittleboywasspeakingwiththetraveller,thethieftookthebigsuitcaseandwentoutquickly.Whenthevictimsawthathecriedhecried“Helpme!Helpme!AthiefAthief!”Thepolicemanwasinthiscornerwhistlebutitwastoolate.Thetwothievesescapewiththebigsuitcase,tooktheircarandwentinthetraffic.Theypassednearazooandstopinaforest.Theretheyhadabigsurprise.Thebasketcontainabigsnake.Amanandalittleboywaswatchinghim.WentinthetrafficThebigofthemcontainedasnake.Recognition/identification问题之一：“偏误”和“失误”的鉴别问题问题之二：如何区分学习者的“显性偏误”和“隐性偏误”。概念区分Errors&mistakesErrors:agrammaticalmisusearisefromthelearner’slackofknowledge;thelearnerdoesn’tknowtherightformorisunabletouselanguagecorrectly.----unintentionallydeviantfromthetargetlanguageandnotself-corrigiblebythelearner(failureincompetence)；MistakesPragmaticmisuseOftenoccurwhenlearnersfailtoperformtheircompetence;thelearnerhasalreadylearnedtheknowledgeorskillbutsimplyfailstofunctioncorrectlybecauseoflackofattention,slipofthetongueorotherfactors----eitherintentionallyorunintentionallydeviantformsandself-corrigible(failureinperformance).Eventhenativespeakerscannotavoiditsometimes,theycancorrectitbythemselves概念区分误差(error):属于语言能力的范畴，具有系统性，往往重复出现，一般不能“自我纠正”。错误(mistake)：属于语言运用的范畴，具有随机性，一般可以“自我纠正”。Howcanwedistinguisherrorsandmistakes?1.tochecktheconsistencyoflearners’performance.2.toasklearnerstotrytocorrecttheirowndeviantutterances.DescriptionIftheerroneoussentenceisintelligiblecompareandlisterrorsandmistakes.Ifthemeaningisnotclearwemayrefertothelearner’snativelanguagetofindoutwhathemeansandcarryoutaCA..Corder'sClassificationofErrorsPre-systematicerrorsoccurwhenlearnersareinacommunicativesituationwhereappropriateformsoflanguagearenotavailabletothembecauseoflackofknowledge.Atthisstage,thelearnerisnota