中国学生英语写作错误分析及其教学启示  

Error Analysis of Chinese EFL Learners’ Writing and Its Pedagogical Implications

作　　者：黄晓玉[1] 

机构地区：[1]北京林业大学外语学院

出　　处：《语文学刊（高等教育版）》2008年第8期106-113,共8页Journal of Language and Literature

摘　　要：本研究以词汇识别、错误分析和话语分析领域中的连结理论和科研为理论依据，对具中等英语水平的中国学生的写作错误从词汇、句法和语篇连结三个层次进行了分析。研究表明，在词汇方面学生最常犯的错误是意思错误和词性错误。在句法方面，动词的时态、主谓一致性、名词的单复数、冠词和介词的误用、以及形容词的比较级和最高级都是学生的薄弱环节。在语篇连结方面，学生最大的问题是指称和连接词的使用。产生这些错误的根源一方面是由于语际干扰，另一方面是语内干扰。因此，笔者建议应该根据错误的性质和产生的根源来对待学生的错误，以便有效地帮助学生将错误减少到最低限度。This study attempts to analyse Chinese intermediate EFL learners＇ errors in their writing at lexical, syntactical and textual levels, drawing on existing theories and previous research on vocabulary recognition, error analysis and cohesion. At the lexical level, the most common errors committed by the students are meaning errors and parts of speech errors. At the syntactical level, verb tenses, subject-verb agreement, the singular and plural forms of nouns, misuse of articles and prepositions, and the superlative and the comparative degrees of adjectives are more problematic to the students. In terms of textual cohesion, the greatest confusion of the students lles in the use of reference and conjunction. It has been realized that the root causes of the errors can mainly be ascribed to inter-lingual and intra-lingual interference. It is suggested that errors should be treated according to their different nature, characteristics and causes. Only in this way can students＇ errors be minimised.

关 键 词：错误分析 语际语 教学 

分 类 号：H319.3[语言文字—英语]