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1、On Error Analysis of English Majors Writingfrom the Perspective of Interlanguage Theory从中介语理论谈英语专业生写作偏误摘要：本文首先回顾了二十世纪四十年代以来有关中介语理论和错误分析等方面的研究发现。在此基础上采用定量分析的方法对惠州学院英语专业同一批学生在一年级和三年级时的英语写作错误进行了抽样，并从语言知识，语内错误，语际错误和错误原因四方面进行分析和归纳，得出他们在不同年级时中介语错误的分布和出现频率。这一分析对于我们了解学生在不同阶段的中介语特点和英语水平有重要的意义。研究与发现如下：1.大一学生的
2、中介语发展处于“突发阶段”和“系统阶段”间的过渡阶段，而大三学生完全处于“系统阶段”。2.母语迁移是影响学习者靠近目标语的一个不可忽视的因素3.语内错误是本校学生所犯最多的错误4.加强英语语法基础以及重视深入理解和运用词汇是英语学习的重点。最后本文总结了错误分析对英语学习者的影响和指导意义。关键词：第二语言习得; 中介语; 错误分析; 语际错误; 语内错误Abstract: Literature reviews of the previous studies on IL and EA have been illustrated in this dissertation. And then a
3、databased analysis of IL has been also made. All the data came from compositions written by English majors at the same class of Huizhou University when theyre in the first year and in the third year respectively. By the use of quantitative analysis, IL errors from the perspective of language knowled
4、ge, intralingual errors, interlingual errors and error sources have been scrutinized. The purpose is to find the distribution changes and frequency changes of IL errors from compositions by the same class at different academic years to gain some insights into English language learning.The findings o
5、f this research can be summarized as follows: a. First-year students, here, are in a transitional stage between “systematic stage” and “emergent stage”, while third-year students are undoubtedly in a systematic stage.b. Impact of Native language transfers learners target language learning should not
6、 be neglected.c. Intralingual errors are committed most often by English majors at Huizhou University.d. On the road to approach target language, the key to learning is to strengthen English grammar basic structure and thoroughly comprehend the shades of words. Implications for English language lear
7、ning in Huizhou University have also been summarized in this dissertation.Key Words :Second Language Acquisition; Interlanguage; Error Analysis; Interlingual Errors; Intralingual ErrorsI IntroductionIn the field of second language acquisition, terminology and theories changed all the time. But one t
8、heory has retained its status in this field: the idea of the existence of an interlanguage (IL). Interlanguage refers to the separateness of a second language learners system, a system that has a structurally intermediate status between the native and target languages. 1P201 However, the nature of t
9、he blending, or how “between” is to be interpreted, and the IL systematicities have always been vague in SLA literature.This study will investigate some grammatical problems in the acquisition of English language by English majors at Huizhou University. By comparing errors committed at different yea
10、rs study by the same group of students at different years study. We can find out what their dominant errors are and which stage their English levels stay at when quantitative analysis of the distribution, the occurrences of errors from different aspects will be scrutinized. One important reason to d
11、o so is that most of them dont know whether they have improved or not after 2 years study. Their knowledge of English will be reflected in their writing of TEM-8 examination. II Literature ReviewIn the past 40 years, studies of second language learning have occupied a central place in the field of l
12、inguistics. Among the various aspects in such developmental studies, learner language has been the highlight in the field of second language acquisition.2.1 A Review of Second Language Acquisition ResearchThe term “second language acquisition” refers to the subconscious or conscious process by which
13、 a language other than the mother tongue is learnt in a natural or a tutored setting.2P6 It includes the development of phonology, lexis, grammar and pragmatic knowledge. Second Language Acquisition (SLA) -the study people have showed great interests, although it doesnt have a long history. 2.2 Inte
14、rlanguage Theory (IL)2.2.1 The Definition of ILAccording to Selinker, “interlanguage refers to the separateness of a second language learners system, a system that has a structurally intermediate status between the native and target languages.”1P201 Nemser referred to the same general phenomenon in
15、second language learning but stressed the successive approximation to the target language in his term approximative system.3P9 Corder used the term idiosyncratic dialect to connote the idea that the learners language is unique to a particular individual, that the rules of the learners language are p
16、eculiar to the language of that individual alone.4P151 While each of these designations emphasizes a particular idea, but they share the notion that second language learners form their own language system. 2.2.2 The Stages of IL DevelopmentThere are many ways to describe the progression of linguisti
17、c development and learners are variable in their acquisition. According to H.D.Brown, there are four stages of IL development.“The first is a stage of “random errors”, in which the learner doesnt know that there are some systematic orders to a particular class of items.The second stage is “emergent”
18、. The learner becomes consistent in linguistic production. The third stage is a “systematic stage” in which the learner is now able to show more consistency. When their errors are pointed out, they will correct their errors instantly. Of course, theyre more close to the target language.The fourth st
19、age is “the stabilization stage”, which is featured by the learners ability to self-correct. It should be pointed out that the fourth stage does not describe a learners total language system. One might be in second stage of the subjunctive mood, but he is in the fourth stage of past tense system.” 5
20、P2112.3 Approaches to IL Study2.3.1 Contrastive Analysis (CA)Closely related to the study of Interlanguage are two traditional approaches: Contrastive Analysis and Error Analysis (EA). Researchers from the 1940s to the 1960s conducted CA systematically comparing two languages. Charles Fries, one of
21、the leading applied linguists, stated it in this way. “The most efficient materials are those that are based on a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner.”6P9 By the 1970s, however, their positions abo
22、ut the predicative power of CA and about the relationship between L1 and L2 learning faced serious challenges. Empirical research seemed to show that significant learning difficulties are not necessary due to the differences between L1 and L2.7P17 2.3.2 Error Analysis (EA)2.3.2.1 Significance of Err
23、or AnalysisIn S.Pit Corders seminal 1967 paper “The significance of learners errors”, he made five crucial points: “(i)We should look for parallels between L1 and L2 learning, since these are governed by the same underlying mechanisms, procedures and strategies.(ii)Errors are evidence of the learner
24、s in-built syllabus, or of what they have taken in, rather than what teachers think they have put in: intake should not be equated with input.(iii)Errors show that L1 and L2 learners both develop an independent system of language, although it is neither the adult system nor that of the second langua
25、ge (Corder, 1967:166) but is evidence of a transitional competence.(iv)Errors should be distinguished from mistakes(v)Errors are significant in three aspects: they tell the teacher what needs to be taught; they tell the researcher how learning proceeds; and they are a means whereby learners test the
26、ir hypotheses about the L2.” 8 P1612.3.2.2 Procedures of Error AnalysisThe procedures for EA are figured out by Corder as follows: “A. collection of a sample of learner language B. identification of errors C. description of errors D. explanation of errors E. evaluation of errors2.3.2.3 Error TypesTh
27、e first distinction we should make is mistakes and errors. A mistake refers to performance error that is either a random guess or a “slip”, which are caused by the lack of attention, fatigue, carelessness, etc. The latter refers to systematic errors of the target language. 2P51 Corder also makes dis
28、tinction between overt and covert errors. “An overt errors is easy toidentify, because there is a clear deviation in form. A covert error occurs in utterancesthat are superficially well formed but which do not mean what the learner intended them tomean.” 4P59Another division that is widely agreed on
29、 is that interlingual errors and intralingual errors believed by linguists. An error that results from language transfer, which is caused by the learners native language, is called interlingual errors.9 P204 Intralingual errors refer to those produced in using the target language in own terms. They
30、result from faulty or partial learning of the target language, rather than from language transfer.9P204 III. Methodology3.1 The Purpose Fluency and correctness of our language expression can be fully detected in a composition, which represents ones English ability. Therefore, in order to detect and
31、describe partial knowledge of English that English majors in China have, this dissertation seeks to investigate their language output by analyzing the type and source of the errors made by English majors. 3.2 SubjectsThe subjects chosen for this study are 37 students (22 females and 15 males) in the
32、 same class who are English majors at Huizhou University. Compositions are taken from their Basic English Test when they are freshmen and from their Advanced English Test when theyre third-year students. In this way, not only can we analyze and describe their errors, but also detect errors frequency
33、 changes after they have two years training and study.3.3 Instrument Research samples are the writings on the set topics finished by students within limited time. The requirements of two topics respectively are:I write an around-150-word composition on the following topic within 45 minutes. Students
34、 should base your composition on the outline given. Marks will be awarded for content, organization, grammar and appropriacy.Work1 Work is a necessary pant of our life.2 Work provides us with a sense of achievement 3 We should try our best to do well in our work. -First-year studentsII Looks are not
35、 everything as the saying goes. Or are they? Write a composition on: Do Looks Really Count? Your composition should be about 300 words in length. You should state your argument clearly and then support it with details within 30 minutes. -Third-year studentAccording to Carl James, “we recognize just
36、three levels of language: the levels of substance, text and discourse.”8P129 Because some errors require semantic and discourse competence for recognition, I concentrate on errors that can be recognized syntactically from grammar aspects, which belongs to the text level, while other two kinds of err
37、or levels are ignored here. Researchers have found that the early stages of language learning are characterized by a predominance of interference, but once learners have begun to acquire parts of the new system, more and more intralingual transfer-generalization within the target language is manifes
38、ted. 5P214 Since these two categories are so important, I also categorize errors into these two categories accordingly and spend more space on discussing sources of these two. IV Results and Discussion4.1 Results4.1.1 Data Analysis in Terms of Error Frequency DataThese errors have been grouped accor
39、ding to the error classification which they belong to and the language area where the errors were made. The total number of these errors is 627 in this study. The numbers are used to show the relative frequency of various errors to judge their overall significance (but note that even if an error occ
40、urred multiple times in a sentence, it was counted only once).Table IGroup IGroup IIGroup IGroup IIBe-verb97Article1422Subject-verb agreement2014Subordinator823Coordinator106Pronoun1014Misspelling5731Preposition3312Verb：tense, aspect voice, mood4041Part of speech2012Adj / Adv310Incomplete sentence o
41、r no comma for a sentence2722Number or nouns2529Collocation or word choice5823Group I: first-year students Group II: third-year studentsThe first and fourth columns refer to grammar variables categorized according to students error types. The second and fifth column show error frequency of first-yea
42、r students compositions while the third and the sixth column show error frequency of third-year students compositions. Comparing two groups performance, we can get an overview in these ways:1. Compared with group I, group makes half spelling mistakes. After 2 years study, vocabularycommanded by stud
43、ents obviously enlarges. 2. When group intends to choose a word or collocations to describe what they want to say, they become more serious and skillful than first year students who mainly focus on grammar mistakes when theyre writing. This phenomenon can be detected from the ratio of 58: 23.3. It c
44、an be noticed that subordinator errors committed by group are nearly 3 times more than Group I. It is out of our expectations. Finally, I found that the frequencies of using subordinators are completely different. Group I seldom use complex sentences such as relative clauses. Group often use relativ
45、e clauses or other complex sentences to express their ideas.4. It is worth pointing out that the errors in usage of verb are almost the same committed by Group I and Group . It means that a command of English verbs is not as good as we expect. 4.1.2 Data Analysis in Terms of Interlingual and Intrali
46、gual ErrorsIn this study, “article”, “number on nouns”, “no stop for a sentence” and “collocation and word choice” are categorized into intralingual errors. “Intralingual errors reflect the general characteristics of rule learning such as faulty generalization incomplete application of rules and fai
47、lure to learn conditions under which rules apply.” 9P204 According to Richards method, other types of errors are put into intralingual errors although therere overlaps between two categories.Table IIGroup IGroup IIInterlingual errors12437%9634%Intralingual errors21063%18767%Total 334100%293100%Group
48、 I: first-year students Group II: third-year studentsThe figures in the second column are the number of intralingual and interlingual errors committed by first-year students and the percentages of these two types, which constitute the total number of errors respectively. The third column, made up of third-year students results is the same format with
