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1、错误分析：从显性语法到隐性语法Error Analysis：From Grammar to GrammaringContentsAbstract.1Key words .1I. Introduction.2II. Literature review.2 1. Error analysis.22. Views on definition of error. 33. Limitation of error analysis.3III. The Main Errors in Writing .31. Errors in tense and voice of verbs42. Errors in th
2、e plural form of nouns.53. Misuse or omission of articles.64. Misuse or omission of prepositions.75. Errors in word order.86. Errors in the degree of an adjective.97. Errors in subjunctive mood.10IV. Solutions.101. Building up a good knowledge of the English vocabulary. 112. Acquiring a good command
3、 of the English grammar.113. Getting familiar with the English culture.114. Learning to write through writing.115. Giving feedback to students written work.126. Compare wrong and right sentences to improve your English writing.12VI. Conclusion.12References.13Error Analysis: From Grammar to Grammarin
4、gAbstract: This article collects language errors of students writing. From the result we find that good way can improve writing skill. This article builds on error analysis and native transfer. The result shows that the grammatical errors stand out. Errors in tense and voice of verbs are the most co
5、mmon ones. Results from the questionnaire reveal that thirty percent of writing errors is due to interference of native language and forty five percent of errors belong to intralingua errors. The findings from interview further confirm those Chinese students writing errors are affected by Chinese in
6、terference. Detailed discussions and analyses of errors help to draw a conclusion that errors is the direct result of Chinese negative transfer. Chinese interference has an effect on Chinese college students writing proficiency to a certain extent. Therefore, language teachers should draw more atten
7、tion to the teaching of vocabulary, grammar and writing strategies in order to improve their writing ability.Key words: error; analysis; negative transfer; grammar; grammaring摘 要: 本文对学生写作中语言错误进行收集，并根据研究的结果发现，指出相应的对策以促进英语写作的提高是很重要的。本文以错误分析，语言迁移为理论基础，发现语法错误占据首位，动词的时态和语态是最为突出的语法错误。调查的结果表明学生写作错误中30%来自母语
8、干扰，45%来自语内错误。谈访的结果进一步说明了学生的写作错误在一定程度上来自母语的负迁移。对此，本文提出在教学中应加强词汇，语法和写作策略等方面的教学以减少写作中的母语负迁移。关键词：错误；分析；负迁移；显性语法；隐性语法I. Introduction Now, many people think that second language learning is a very important thing. The greater emphasis has been put on how to develop a learners language competence; many peo
9、ple would probably agree that writing is a complex task. The truth is that Chinese students English writing has become a problem attracting many foreign and Chinese teachers. It is a very importance part to show your English learning level. An investigation of some graduates shows that many of them
10、have faced with the writing task in English either in their work or for private business. The whole society does need more talents who are large at English writing and who have the well-improved writing ability of English. Raimes (1983) has provided the reason for students to develop their ability t
11、o write. Writing helps students to learn; writing reinforces the grammatical structure idioms and vocabulary. For language learners, they do need grammatical knowledge and a good vocabulary, and considerable writing skills.However, the fact is that those Chinese college students would like to spend
12、more time acquiring the input knowledge than requiring a good command of grammar and vocabulary together and a painful process of thinking. The writing process is so time-consuming that the students may feel frustrated with little progress. As a result, the poor performance is caused in students wri
13、ting tests. In the study of second language acquisition, error analysis and language transfer are common and controversial issues which many linguists and foreign teachers have concerned themselves about for years. According to Corder (1981), error analysis is a way of testing the learners hypothesi
14、s about the features of learners language. As an important research method for dealing with data, error analysis has been widely carried out in the foreign language teaching and learning. Many researches have been focused on the relationship between native language transfer and second language acqui
15、sition, in which writing errors are included. The focus on error proportion of negative transfer is on the top in the study of second language acquisition.II. Error AnalysisErrors could be significant in the aspects of providing information about how well the learner obtains the target language and
16、of providing an effective way of finding out the problems in language teaching and learning by the rules of the target language. As a branch of applied linguistics, it attaches great importance to the study on second language learning.1. Views on definition of error According to Lenon Paul (1991), a
17、 definition of an error must be established with to the assessment of potential error, and criteria must be established for the purpose of determining error types in a specific context. In order to get a much clearer definition of errors, different versions made by different researchers are presente
18、d as follows:Dulay (1982) believes that error is the deviations of learner speech or writing from some selected norm of developed language performance.Friedenberg (1991) confirms that errors are deviations in pronunciation, structure, or vocabulary from being normal by adult native speakers.Lenon pa
19、ul (1991) claims that an error is a linguistic form or combination of more language forms. In the same context and similar conflictions of production it would not be produced by the speaker counterparts.In China, scholars have begun to introduce error analysis theory since 1980s. Gui Shichun (1985)
20、pointed that error analysis is a common teaching method. With error analysis theory further explored, there are some experimental studies on linguistic and pragmatic errors.2. Limitation of error analysis Error analysis is an imperfect research tool and it dose not win its full acceptance. One major
21、 criticism is the total reliance on error in the absence of other information. Most students are cross-sectional and it fails to provide a complete picture of learner language so that the consideration of non-error is often ignored. Diminishing error is becoming an important criterion for improving
22、language proficiency, but the ultimate goal of second language learning is still the attainment of communicative fluency when you speak a foreign language. Learners are not entirely clear about errors and they find it hard to describe. Error analysis keeps us too closely focused on specific language
23、 rather than viewing universal aspects of language. III. The Main Errors in Writing There are many reasons for students to make mistakes in their writing. I list seven reasons in our writing in this article, which always lead to the learners mistakes in writing. 1. Errors in tense and voice of verbs
24、Yang Huizhong (2000) states that there are many grammatical mistakes in college students writing. Errors in tense and voice of verbs are the most common ones.Chinese is one of the many languages that do not use inflectional means to mark tense. It is obvious that the whole Chinese system of tense, m
25、odality, and aspect is different form that of English. English verb tense has three main kinds; the present tense, the past tense and the future tense. Time is a shared concept for human, and it can be divided into three sections; past, present and future. If people want to express different meaning
26、s, they can use different tense.Chinese can express its perfect tense, continuous tense, and past tense through these three characters “过”, “着”, “了” respectively. Chinese depends on vocabulary to express the concept of past and present, and grammar is not related to this process at all. We can under
27、stand this point according to the following three examples：“我昨天买了一只笔。”-I bought a pen yesterday.“这会儿天下着雨”-Now it is raining.“我从没有见过他”-I have never seen him. (Corder, 1981:69-70)But in three English sentences, we use the three words “bought”, “is raining” and “have seen” indicating the tense.Because
28、of the complexity of expressing time through all kinds of verb forms, Chinese learners in the elementary stage often make errors influenced by mother tongue very easily. The following are typical examples from students writing：(1) There be changes in the futures, too. (F) There will be changes in th
29、e futures, too. (T) (Misuse of future tense for present tense)(2) The grain was acting as the main food in peoples diet. (F) The grain acts as the main food in peoples diet. (T) (Misuse of past progressive for present tense) (3) Fruit and vegetables need by people perhaps by that reason. (F) Fruit a
30、nd vegetables are needed by people perhaps by that reason. (T) (Misuse of passive voice for active voice) One case is mentioned that there are apparent adverbials of time in English, but the existence of them is easily ignored. (4) I have gone to supermarket yesterday. (F) I went to supermarket yest
31、erday. (T) (Corder, 1981:69-70)As soon as the learners see these two Chinese characters “已经, their first reflection is that the tense of this sentence must be perfect tense by using “already ”, which is caused by the negative transfer of Chinese at this moment. “已经” in Chinese and perfect tense in E
32、nglish are corresponding. (5) I began to go on diet for three years to the day. (F) I have been going on diet for thee years to the day. (T) There is not a “be” in Chinese passive voice, while “be” is an indispensable part of passive voice in English.(6) Before the reforms in China performed, people
33、 hadnt had sufficient meat and fish in their diet. (F) Before the reforms in China were performed, people hadnt had sufficient meat and fish in their diet. (T) (Corder, 1981:69-70) Chinese learners always think that the first word of a sentence must be subject, so they often use this word to be the
34、subject, and also because of Chinese habits, they are used to using active voice to express passive meaning.If there is the Chinese character “被” in a Chinese sentence, they will not express it with passive structure without exception. In other words, whether they make use of passive structure or no
35、t is determined to the Chinese literal meaning. The phenomenon shows that English learners whose mother tongue is Chinese have a kind of inherent mode in their mind that there must be an imperative verb in a passive sentence. Therefore, when expressing their ideas in English, they fail to analyze th
36、e relationship between subject and object of sentences, consequently leading to errors in writing.2. Errors in the plural form of nounsAn English noun is a word or word groups that names a person, a place, an idea, or a thing (object, activity, quality, condition), which may be either proper or comm
37、on and either concrete or abstract. An English noun has two forms; singular and plural, while a Chinese noun has not such changes in form. It doesnt change with the number before the noun. The plural concept of a Chinese noun isnt embodied on a noun itself but a number before the noun. Lack of plura
38、l marking does occur frequently though nouns are not marked for plural. “许多” and “大量” are very common words put before a noun to express the plural concept.(1) I have two example to show the increase of peoples living standard. (F)I have two examples to show the increase of peoples living standard.
39、(T) (2) There are three figure which can be shown as follows. (F)There are three figures which can be shown as follows. (T) (Dulay, 1982:12) It is clear that “two” and “three” represent the concept of plural number in Chinese; however, Chinese learners pay little attention to the changes of a noun i
40、n form, because there is no such a grammatical rule in Chinese. “Examples” and “figures” are just plural in meaning. Although there are no apparent marks of number in English, we should analyze them according to the specific condition to show the concept of plural number with plural number of a noun
41、.By the way, some special nouns, such as sheep, deer series, aircraft，and so on, these words have no plural forms. Many irregular plural forms of nouns, such as child, knife, and thief are still needed to pay more attention. Some words can be a countable noun as well as an uncountable noun with diff
42、erent meaning and references respectively.(3) Childs are growing up happily. (F)Children are growing up happily. (T) (Dulay, 1982:12)Some countable nouns in Chinese are used as uncountable noun in English, such as news, furniture, advice, cake, meat and bread. If it is necessary to express an idea o
43、f “individual” number, it needs to put “a piece of” with the word together in English if it is necessary to express an idea of “individual” number.(4) A good news is that Chinese GPT has increased another five percent in the five years. (F)A piece of good news is that Chinese GPT has increased anoth
44、er five percent in the five years. (T) (Dulay, 1982:13)In short, the complexity of the number of an English noun in form and the differences between English and Chinese increase the degree of difficulty of language output in the process of English learning for the increase of the possibility of nega
45、tive transfer. 3. Misuse or omission of articlesIn a degree, misuse or omission of articles has something to do with the form of the noun, both the singular form and plural form. For Chinese students, articles in English are too difficult to learn. It is not only because there are no articles in Chi
46、nese but also because there are many exceptions in the English grammar about articles. For example, in the sentence sufficient food is surly the basis of human activity”, no article is used before food”. But in the sentence we should pay more attention to the quality of the food”, there is the artic
47、le the” before food”. This easily makes students confused and leads to writing errors. (1) Student is having dinner in the dining room. (F)A student is having dinner in the dining room. (T)It is easy to find that we are not clear about how many students are involved in the Chinese sentence, but the listener can judge i
