An Analysis of Errors in Second Language Acquisition

hwsy@overseaen.comISSN 1009-5039ht:/://w .overscaen.comOverseas English海外莫請Tel:+86- -51-5690811 5690812An Analysis of Errors in Second Language Acquisition封杰(西安外事學(xué)院外國語(yǔ)學(xué)院,陜西西安710077)Abstract: It is natural for language larmner to make erTors in the process of second language acquisition. But dfferent linguists hold dfferentviews on the nature of errors and the methods of dealing with learmer’ s ertors. Three main Westem theories on errors are ContrasiveAnalysis, Eror Analysis and the Interanguage Theory. This paper first examines three most infuential error theories, and then probes intotheir enlighterment on second language teaching.Key words: error, contastive analysis; error anlysis; interlanguage theory中圖分類(lèi)號:H319文獻標識碼:A 文章編號:1009- -5039(2012)12 -0249- 01It is believed that erors are an indispensable part of language crucial t0 make a distinction between mistake and error (Brownacquisition. The phenomenon of errors atracts the interest of re-205), In 1967, Corder made use of Chomsky' s the“competencesearehers in the field of Second Language Acquisition (SLA). Tradi- vensuA performance" distinction by defining errors as failures intinally, rrors are considered as old habits that get in the way ofde- competence and mistakes 8s failures in perfomance. Corder be-veloping new habits or as the linguistic phenomena deviant from thelieves that learner' 8 errors are precious 10 the study of the lan-language nules. Presenly. erors are no longer undesirable; instead guage. They tell the teacher how far lowards the goal the leamer hasthey are believed to be evidence of the leamer' s progress In the progressed and what remains for leamer to leam. They provide evi-field of SLA, there exist three influential error theories, namely Com- dence of how language is learned or acquired, what strategies or pro-rnstive Analysis (CA), Eror Analysis (EA) and Interlanguage Theo~ cedures the leamer is employing (Elis 35). Alhough EA has exet-ny (1L. theory) resetively. Fron CA to IL theory, the focus of eror ed enormous impact on SLA, it al sufese many cnticis. It wastheories shifs from teaching perepective to learning perspective. critcized because it was troubled with meholological poblems. AI-This paper is devoled to the reriew of early research on linguistic er-so, EA does not highlight the developrental route leamer lakes.rors of second language learmers and the enlightenment of these即r1.3 Interlanguage theoryror theories.The concept of interlanguage (L) is put forward by Selinker. It1 Review of Error Theorieshighlights that the leamner' s language is u distinet language vani-ety with its own partirular characteristics and nulcs. As to errors,1.1 Contrastive analysisThe period between the 1940s and the 1960s witnesses thethey are set in terms of the rules in the TL, not the rules of languagesystem constructed by the learner himself. Researchers think thatprosper of CA. Based on hehaviorist leaming theary, the CA re-errors are the external manifestation of the hypothesis- testing pro-searchers believe that language acquisition is a product of habil for-cess, in this sense, erors are the symbols of language developmentmation. Thus, second language learming is simply a process of over-of the learmer. The IL theory is signifcant in that it realizes a comcoming the impact of habit of the native language, instead, develop-plete shift of the focus frmom teaching perspective to learning per-ing a new set of habits. The researchers conclude that the mainspecive in SLA. The I. theony is also troubled with problems, suchdrawback of SLA comes from inteference of the native language,as the focua on morpho- -ynlatic development (Ellis 69) and thefrom the old habits that get in the way of developing new habits.failure to deal with semantic development and failure to develop ef.Through systemaically comparing leamer’' g native language (NA)fective approaches elc. New methods should be found to reveal theand larget language (TIL), educators are supposed to anticipate possi-nature and principles of the leamer' B interlanguage.ble lerming dificulties leamner might encounter. While, the cniti-2 Enlightenment on Second Language Teachingcisms came in the 1970s. There were the douhts conceming theability of CA to predict errors and theoretical criticisms regarJing21 Enlightenment of CA approachthe fesbiliy of cumparing languages and the methodology of CA.One of the strategies typical of second languiage (T.2) leamer isIn facl, some erors predicted didn'↑occur, negative transfer fromto consul his knowledge of NL constantly, and then make efective:NL is not the sole source of erors in TL learning.linguistic comparisons al different stages of language leaming The1.2 Error analysrole of first language (LI) can be either positive or negative. Posi-EA received attention in the 19708- In order to analyze lean.tively, borrowing LI patterme and communication stralegies, theer’s errors from a proper perspective, EA enthusiasls consider it(下轉第271頁(yè))中國煤化工MHCNMHG收稿日期:2012-04-02修回日期:2012-05- -05作者簡(jiǎn)介:封杰(1981-),女.陜西西安人,講師,碩士,專(zhuān)業(yè)為英語(yǔ)語(yǔ)言文學(xué),主要研究方向為英語(yǔ)教學(xué)與跨文化交際。栳責任婉輯:謝嬡嬡N\感要麗惑249.2012年06月Overseas English海外英博策略方式,也與禮貌交際策路原則相吻合,同時(shí)也會(huì )發(fā)現贊揚的例4版本4.....言語(yǔ)會(huì )讓對方受損最小。而且還有英語(yǔ)語(yǔ)言學(xué)家Thomas指出,頒證員:請二位面對莊嚴的國旗和同微,一起宣讀《結婚誓人們對批評的接受能力根據文化程度的不同也有所不同，然而，言)。人們對于表?yè)P卻足普遍接受的。人們大多喜歡聽(tīng)贊譽(yù)之詞,這雙方宣讀:《結婚暫言》... .是人之常情。結婚登記頒證詞的贊脊對象確有所側重。(2010.1.15洛簾晚報)例2版本3....在版本1中,頒證員用到“請問(wèn)您是XXX先生嗎?請問(wèn)您頒證員:今天是XXX年XX月XX日,是你們喜結良緣的是XXX女 士嗎?請問(wèn)XXX先生、XXX女上，你們是自愿結婚好日子。你們在茫茫人海中子覓到對方,牽手走進(jìn)丫婚姻這神嗎?"” 這種簡(jiǎn)短而有力的問(wèn)句來(lái)詢(xún)問(wèn)對h .實(shí)際更加間接地表明圣的殿堂。我衷心祝福你們!對對方的尊重和關(guān)切。尤其是在版本4里面,更加正式一對新頒證員:常言道:白年修得同船渡.千年修得共枕眠?；橐鋈说牡匚?,在征得雙方意見(jiàn)-致的基礎上.讓-對新人“ 雙方宣是相伴一生的約定.標志著(zhù)人生新階段的開(kāi)始。生活告訴我讀{結婚誓宵》"這很有力的體現出其對婚姻的認同和責任意們:美滿(mǎn)的婚姻.既有溫馨.浪漫和甜蠻.更有義務(wù)、責任和付識。 一方面體現出對--對新人的重視,讓一對新人從心理上接出。希望你們在今后的生活中不論遇到什么困難.都能以- -顓受領(lǐng)證結婚這- - 事實(shí);另一方面.頒證人員很好地完成[作的寬容的心去善待,包容、和理解對方,共字家庭的溫暖,共歷人要求, 更好地位一對新 人頒證。從而達到雙方交際的目的。生的風(fēng)雨.請問(wèn)你們能做到嗎?.... (2010.1.15洛陽(yáng)晚報)3結束語(yǔ)在版本3頒證詞中,頒證員不僅有對一對新人的贊脊比如人們在社會(huì )交際中難免公存在-些交際問(wèn)題,而禮貌原則“你們在茫茫人海中尋覓到對方,牽手走進(jìn)了婚姻這神圣的殿體系的發(fā)展和恰當地運用可以更好地幫助人們解決這個(gè)乃至堂",讓一對新人更加的珍惜對方.而且出現“你們喜結良緣的社會(huì )人士普遍關(guān)心的問(wèn)題。禮貌原則的恰當運用使溝通更為好日子”.通過(guò)對日子的贊脊讓-對新人很高興地接受這個(gè)頒順利與流暢,讓交流更易達到日的。綜1:所述.我們叮以看出證的日子,從心理上接受結婚登記.頒證員從而達到交際月頒證詞的語(yǔ)用特征。第一.禮貌最大化地體現在頒證詞中,頒的。而更多是對“婚姻”的贊譽(yù),間接地反應出頒證員的贊學(xué)能證員為達到其目的,一般運用得體準則贊管準則一致準則，.力更有說(shuō)服力,讓- -對新人有-種喜悅的心情更容易接受婚重點(diǎn)強調里面的積極性。第二.另外禮貌三準則在頒證詞中沒(méi)姻這一事實(shí)。說(shuō)明贊譽(yù)原則叮以更好地達到雙方的交際日的。有明顯體現。此外，筆者發(fā)現頒證詞的禮貌策略值得我們進(jìn)一步研究。頒證員巧妙運用得體準則贊譽(yù)準則、一致準則以達2.3-致準則分析到使他人受損最小,使白身受惠最小的日的。能夠提高中國頌強調雙方觀(guān)點(diǎn)的-致作為- -致準則的核心內容。通常情證員的使用語(yǔ)水平 ,從而提高1.作效率,達到成功交際目的。況下.當雙方的交際立場(chǎng)非常地接近.而月雙方利益- -致時(shí),一參考文獻: .方提出的指令和要求吏容易被對方所接受。本著(zhù)這樣的原則，頒證員最終讓一對新人達到結婚的這種“求同心理"觀(guān)點(diǎn)的一[1] 蘇寶英，從禮貌原則的角度分析廣告語(yǔ)言的語(yǔ)用]鄭州航空致性.體現在言辭上更是言必有實(shí)。工業(yè)管理學(xué)院學(xué)報,2010(4);69-71.例3版本1...[2]胡愛(ài)梅面f,面具- -評語(yǔ)言交際中的禮貌原則[].黑龍江教頒證員:請問(wèn)您是XXX先生嗎?(男方回答)育學(xué)院學(xué)報200817):119-120.請問(wèn)您是XXX女士嗎?(女方回答)[3] Yule CPramaicsM.0xford:Oxford University Pes0000請問(wèn)XXX先生.Xx女士,你們是自愿結婚嗎?(雙方回答) [41 何自然請用學(xué)講稿(MI.南京南京師范大學(xué)出版禮.2003..... (2010.1.15洛陽(yáng)晚報) [s] 何兆熊祈編語(yǔ)用學(xué)概要[MI上海:上.海外語(yǔ)教育出版.200(上接第249頁(yè))rors may increase the danget of fossilization in the learmer' s inter-leamer ean at least make himself understood .Negatively, L1 inter- language. This phenomenon of tbe non progression of leaming willferes with the leaming proess of 1.2. Therefor, sone knowledge prevent the leamer’' B leaming pgreses.. Secondly, it has beenabout contrnstive studies of the two languages is needed in order to proved unevessary to crret all erors in leamer' 8 langunge. Un-help student foresee some of the problems he may encounterchecked eorretion of every errur may interrupt leamer’. thinkingand cause severe psychological frustration.2.2 Increase of target language input and outputBehaviorist leaming theory emphasizes the importance of ex-3 Conclusionternal environment, while mentalist account of languagc acquisitionIn summary, this paper overviews three mnst infuential errorhigblights leamer' s active participation in the leaming proces.theories in SLA, From CA, EA to IL Theory, enormous researchesEfficient leaming should depend on both cumprechensible input and witnes the early development of SLA. and gradually deepen the in-learmer’8 internal processing o[ input knowledge. Meanwhile, sights into the subject. Since leamer’s leaming is a rather compli-leamer should tmry to increase TL output. Producing the turget lan-cated process, it is advisable to adopl n integration of three 邵-guage ean help the leamer test hypotheses about the TL and contrib- proaches.ute to better understanding of the target language and ils culture.Referencpe.2.3 Feedback of learner' serrors中國煤化工[1] Broming and TeachingM],Errors are considered as a guide lo the leamer’g inner work-JYHCNMHGings of language laming pocecs. In this sense, leaces ure Bup (2] ElrsRod.dndrtanding Second lanpuape Aquistin[Mposed to encourage active participation of the individual learmner inShanghai:Shanghai Foreign language Education Pres,2007.his learning process. Firstly, complete tolerance of leamner’s er.栳赍任編輯:謝嬡鏝進(jìn)NN、逐葛癟\\271