中学英语论文论中学生英语口语错误的分析和纠正策略.docx
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中学英语论文论中学生英语口语错误的分析和纠正策略.docx
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中学英语论文论中学生英语口语错误的分析和纠正策略
论中学生英语口语错误的分析和纠正策略
摘 要:
语言错误在英语学习的过程中是很正常的现象。
在如何对待英语口语纠错方面,教师应该引导学生正确对待这些英语口语错误。
错误分析的最终目的是对错误进行分类与解释,但教师的教学目的并不仅仅是解释学生的错误或对其分类,而是要把错误分析的结果应用于教学,帮助学生少犯错误,使其能说一口标准、流利的英语。
因此如何利用错误分析理论帮助学生更快更准确地掌握英语是广大英语教师的责任与义务。
在英语课堂上,教师有必要对学生进行口语纠错,恰当的时机和灵活的运用纠错策略有助于提高学生的英语水平。
本文通过对学习者在英语口语中所犯错误的原因分析,提出了纠错建议。
同时本文还针对课堂教学中的口语错误进行了分析,并为教师提出了一系列纠错策略,提高英语教学。
关键词:
口语错误;错误分析;纠正策略
OnMiddleSchoolStudents’OralEnglishErrorsandCorrectingStrategies
Undergraduate:
Ruby
Abstract:
ItisnormalthattherearesomelanguageerrorsintheprocessofEnglishlearning.WhenfacingtheproblemofhowtodealwithoralEnglisherrors,teachersshouldguidestudentstotreatoralEnglisherrorscorrectly.Theaimoferroranalysisistoclassifyandexplainerrors.Thetargetofteachingisnotonlytoexplainstudents’errors,buttoapplytheresultsoferroranalysistoteachingandhelpstudentsreduceerrorsandreachaccuracyandfluency.ThusitistheresponsibilityandobligationofteacherstohelpstudentsgraspEnglishmorequicklyandaccuratelythrougherroranalysis.InEnglishclasses,itisnecessaryforteacherstouseeffectivestrategiesflexiblyinpropertimetocorrectstudents’oralEnglisherrors.ThisarticlehasanalyzedthereasonswhyChinesestudentsmakeoralerrors,andgiveserrorcorrectionadvice.Atthesametime,thisarticlealsohasanalyzedoralerrorsinclassroomteaching,andputsforwardaseriesofcorrectionforteacherstopromotetheforeignlanguageteaching.
KeyWords:
oralerrors;erroranalysis;correctionstrategies
Contents
1.Introduction...............................................................................................................1
2.ReasonsofErrorAnalysis.........................................................................................1
3.ErrorTypesandCauses.............................................................................................2
3.1ErrorTypes...........................................................................................................2
3.1.1ErrorsCausedbyMotherTongueInterference............................................2
3.1.2ErrorsCausedbytheProcessofLanguageLearning..................................3
3.1.3ErrorsCausedbyInducedFactors..............................................................3
3.1.4ErrorsCausedbyCommunicationStrategies..............................................4
3.2CausesofErrors...................................................................................................4
3.2.1TheInfluenceofMotherTongue.................................................................4
3.2.2InappropriateTeachingMethods.................................................................5
3.2.4OveruseofFillingLanguage........................................................................6
3.2.5InternalFactorsofStudentsThemselves.....................................................7
4.FactorsAffectingErrorTreatment........................................................................7
4.1AccuracyandFluency..........................................................................................7
4.2AffectiveConcernswithErrorTreatment............................................................8
5.ErrorCorrection......................................................................................................9
5.1CorrectionTime....................................................................................................9
5.2PersonsofErrorCorrection.................................................................................9
5.3TheStrategyofErrorCorrection.......................................................................10
5.3.1CorrectionbyStudentsThemselveswithTeachers’Help..........................10
5.3.2CorrectionbyClassmates...........................................................................11
6.Conclusion........................................................................................................11
Bibliography...........................................................................................................12
Acknowledgements................................................................................................13
1.Introduction
Inthetwenty-firstcentury,anewunderstandingoflanguageerrorsbecomesanimportantachievementinthefieldofforeignlanguageacquisition.Learningalanguagehastoundergoalongprocess.Inthisprocess,languagelearnersareusingatransitionallanguage.Thistransitionallanguageisnotlikeourmothertonguebutalanguagewhichisalwayschanging.Itmaycontainmanylanguageerrorsinit.Theselanguageerrorsarethesigntoimprovetheprocessoflanguagelearning.Itcanprovideteacherswithaveryusefulfeedbackandhelpthemtounderstandwhatstagetheirstudentsarelearning.Thatistosaylanguageerrorsaretheindispensablepartoflanguagelearning.Ifstudentsmaketheseerrors,itisnotduetoteachersnortextbooksnorthemselvesdirectly.Itisjustanaturalandnecessaryphenomenonintheprocessoflanguagelearning.
Errorisduetoinformallearningthatistosaythestudents’brainhasstoredsomeinformationofwronglanguage.Sometimeslearnersmakeoralerrorsbecausethewronginformationintheirbrains.Errorsinspokenlanguagelearningareubiquitousandinevitable.Ifweknowthedeepunderstandingoftheselanguageerrors,itwillbeusefulforEnglishlearning.Thefirstisthatitcangiveteacherstheinformationabouttheirstudents’Englishlearning.Thesecondisthatitisavailableforresearcherstomasterthelanguage.Thethirdisthatitactsasthetoolforlearnerstofindtargetlanguagerules.Thusshowsthaterroranalysisofspokenlanguageisextremelyimportant.
2.ReasonsofErrorAnalysis
Theadoptionoferroranalysisisclassifiedintothreeparts:
toresearchers,tolanguageteachers,andtolearnersthemselves.Whileanalysisoflearner’serrorsprovidesinsightsintothenatureoflanguage,especiallyintotheinnatenatureofthelearner’ssystem,theyprovideevenmoreinsightsintotheprocessoflanguageteachingandlearning.Assuch,specificconclusionmayusuallybedrawnfromtheresultsoftheanalysisregardinghowasecondorforeignlanguagecanbemoreeffectivelytaughtandlearned,orhowexistingmethodsofteachingandlearningcanbeimproved.
Indecidingwhatshouldbethelinguisticinputtolanguageteachingmaterials,weshouldcertainlyexamineandexploreanexplanationfortheerrorsthataretypicallymadebydifferentgroupsoflearners.Fromwhichwehaveseenitisclearthattheexplanationwillprovetobepartlycontrastiveandpartlynon-contrastivebetweenfirstlanguageandsecondlanguage.Thefactthaterrormaybecausedbycontrastivedifferencesandbythestructureofthetargetlanguageitselfmeansthatitisimpossibletobasethecontentoflanguageteachingentirelyontheresultsofcontrast.Evenifitwerepossibletomakewhollyaccuratepredictionsofcontrastivedifficulties,weshouldnotpredictallthedifficultiesthatalearnerfaces.Thestructureofthesecondlanguageitselfhastoprovidemuchofthecontentoflanguageteaching.Itcannotbeassumedthatnon-contrastiveaspectsoflanguagewilllookafterthemselves.ThisprobablyaccountsforthefactthatanyonewhohastaughtEnglishtostudentsfromdifferinglanguagebackgroundshasfoundthattherearemanyaspectsofthestructureofEnglishwhichareuniversallydifficultforlearnersofEnglishasasecondlanguage.Therefore,errorsarealsousefulinassertingteachingmethod.Thecareer-orientedmotivationofthepopulationofsubjectsbeinginvestigatedisdifferentfromthatofanyotherpopulationofEnglishmajorsontheothercampuses.Assuch,bettercommandofwrittenEnglishappearsmoreimportanttothemthantootherEnglishmajorsontheothercollegecampuseswhomayormaynotenterintotheTEFL(teachingEnglishasaforeignlanguage)profession.
3.ErrorTypesandCauses
Inthissection,thispaperwillanalyzedifferenttypesoferrors.Inall,students’oralerrorsarecausedbymothertongueinterference,theprocessoflanguagelearning,communicationstrategiesandinducedfactors.Thereasonsofstudents’oralerrorsareclassifiedintofiveaspectsaccordingtothetypesoferrors:
theinfluenceofmothertongue,inappropriateteachingmethods,overuseoffillinglanguageandstudents’internalfactors.
3.1ErrorTypes
Middleschoolstudents’oralerrorsaredividedintofourtypeswhicharecausedeitherbystudents’internalpersonalitiesorbytheinducedsurroundings.Theiroralerrorsareunavoidable.While,afterwehavelearnedthetypesoferrors,wecanfindappropriatestrategiesaccordingtoerrortypesandhelpthemcorrectthoseerrors.
3.1.1ErrorsCausedbyMotherTongueInterference
Thefirstsourceoferrorsismothertongueinterference.Itmainlyreferstothelearner’sfirstlanguageerrorsproducedbyinterferenceformationacquisition.ChinesestudentsareinfluencedbytheirmothertonguewhenlearningEnglish.Asfarasmothertongueinterferenceisconcerned,thereisakindofmistakesthatlearnerssometimesmakewhentheyusetheirpreviousmothertongueknowledgeasameansofexpressingtheirideas.ForChineselearnersofEnglish,thetypicalinstancetransferredfromourmothertonguearetheuseof“because...so...”AlthoughitiscorrecttousethesetwoconjunctivestogetherincombiningsentencesinChinese,itiswrongtodosoinEnglish.Andthisissimilarwith“although...but...”Anotherexampleofmothertongueinterferenceisth
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- 中学英语 论文 中学生 英语口语 错误 分析 纠正 策略