Errors atomic number 18 inevitable in second style (L2) tuition. One of the NO.1 issues inevitable to have a talk somewhat is the differences between errors and mistakes. Errors usually arise from the bookmans deficiency of association; it represents a lack of competence. In other words, the learner does not know the right form or is unavailing to use language aright. Mistakes often occur when the learners fail to coif their competence. In other words, the learner has already learned the knowledge or skill but simply fails to function correctly due to lack of attention or other factors.
The abstract of errors made by the students of foreign language has long been an interest. The reasons are the following three. Firstly, for the teachers, a systematic analysis of errors will process the teachers to find out what stage the learners are at and what more than the learners need. Secondly, for the learners, it will throw light on the learners language attainment so that they can find ways to predict and go along the occurrence of such errors. Finally, for the researchers, it will provide further learning data of language learning.
In terms of the source of errors, errors are always divided into interlingual errors and intarlingual errors.
(1) Interlingual errors
When a learner begins to count L2, he or she whitethorn extend his or her L1 knowledge and skills to the study of the target language. He or she whitethorn also slang his or her experiences from L1 acquisition to the study of L2. For example, when a Chinese learns English, it may often occurs as in:
(a)????
(b)*I beat dog.
When L1 habits blockade the learner from learning L2 habits, then negative interlingual imparting arises. This refers to the transfer within the target language.
(2)Intarlingual errors
Researchers have shown that although English learners of French may say Je vois les, French learners of English, however, do not say I them see (they say I see them) e.g.:
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