erroranalysis-18页PPT文档

ErrorAnalysis21.Background:ErroranalysisinSLAwasestablishedinthe1960sbyStephenPitCorderandcolleagues.ErroranalysiswasanalternativetoContrastiveAnalysis.TheabsenceofanytheoreticalframeworkforexplainingtheroleplayedbyerrorsintheprocessofSLAledtonoserioustodefineerror.32.Twoquestions:Whatlightcanthestudyoflearnerserrorsthrowonthesequenceofdevelopment—theinterlanguagecontinuum—throughwhichlearnerspass?LinguisticperspectiveWhatlightcanerrorsshedonthestrategiesthatthelearnerusestoassimilatetherulesofL2?Psycholinguisticperspective43.Twotypesoferrors:Errorsintralingualerrorsinterlingualerrors对目的语做出错误推断而造成的错误:语内错误母语干扰而造成的错误:语间错误54.FourSources–Selinker(1972)Thereisnosingleorprimcauseoferrors(asclaimedbyContrastiveAnalysis--interference)1)languagetransfer2)overgeneralization3)simplification4)transferoftraining61)LanguageTransferUsefirstlanguageasaresourceparticularlyintheearlystagesoflanguageacquisitionSituation:aChinesestudenthelpsanEnglishprofessorcleanachalkboard--Professor:Thankyou.--Student:It’smyduty.“应该的“FallingbackontheChinesesituation72)OvergeneralizationUseasecondlanguageruleinsituationsinwhichanativespeakerwouldnot：ThephoneticlevelThegrammaticallevelThelexicallevelThelevelofdiscourse83)SimplificationOccuratthelexical,syntactic,semantic,anddiscourselevels.Situations:“bigrock”→“boulder”（鹅卵石）“horse”→“donkey”or“zebra”Havedifficultyinmasteringthesocialcontextwithcertainexpressions94)TransferofTrainingComefromthewayinwhichlearnersaretaughtinaclassroomcontextorinatextbookbyteacherse.g.Whenteaching“-ing”,theteacherorthetextbookmaypresentpicturesillustratingasequenceofactionsLearnersthinkitcorrecttodescribepictureswith“-ing”.105.ProcedureforErrorAnalysis–byCorderAcorpusoflanguageisselected.Theerrorsinthecorpusareidentified.Theerrorsareclassified.Theerrorsareexplained.Theerrorsareevaluated.(similartothatofEllisinourtextbook)116.Significance:ThemostsignificantcontributionofErrorAnalysis,apartfromtheroleitplayedinthereassessmentoftheContrastiveAnalysis,liesinitssuccessintheelevatingthestatusoferrorsfromundesirabilitytothatofaguidetotheinnerworkingsofthelanguagelearningprocess.Errorswerenolongerseenas“unwantedforms”,butasevidenceofthelearner’sactivecontributiontoSLA.127.Shouldlearners’errorsbecorrected?Andhow?13Inthelanguageclassroomtheteachertendstocorrecttheerrorsautomaticallyandusuallyregardsallhesitationonpartofthestudentasarequestforhelp.Theroutinecorrectiononpartoftheteacheractuallyrunstheriskofmakingtheleanerdependedoncorrectionbyothers.Moreover,thecorrectionofanerrorbytheteacherwouldincreasetheriskofhurtingthestudent'sself-esteem.14Itseemsthatadelayinthecorrectionwouldallowtheleaneragreateropportunityofselfcorrectionandwouldhelpthedevelopmentofautonomouscontrolprocesses,whicharecharacteristicofthecompetenceincommunicationofthemotherlanguageandwhichareconsideredtobeessentialinthesocializationofthesecondlanguage.15Moreover,thecorrectionofanerrorasselfcorrectionwouldreducetheriskofhurtingthestudent'sself-esteemandwouldimitatetheconditionsofacquisitionfoundinanaturalsetting.168.Shortcomings:AmbiguityinclassificationLackofpositivedataPotentialforavoidanceThankyou!