An Error Analysis on IELTS Writing共15页文档.docx
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AnErrorAnalysisonIELTSWriting共15页文档
AnErrorAnalysisonIELTSWriting
JialiYao
TheFacultyofForeignLanguages,TourismandCultureCollegeofYunnanUniversity.Lijiang,674100
【Abstract】ErrorAnalysis(EA),abranchofappliedlinguistics,wasestablishedinthe1970sbyS.P.Corderandhiscolleagues(Ellis,1994).Itisanattempttoanalysetheerrorslearnersmakeinrelationtothetargetlanguage.Errorscanprovide“importantevidenceforthestrengthandweaknessofaparticularnativelanguageinfluence”(Odlin1989:
23).Theycontainvaluableinformationonstrategiesthatlearnersusetoacquirelanguageandcanplayanimportantroleinthestudyofforeignlanguages(Richards1974,DulayandBurt1974).Acriteria-referencedanalysisoftheerrorsinIELTSwritingwillbecarriedout,focusingononespecificcriterionwhichgeneratessomedetailedpointstobefurtherdiscusseduponwithregardtoL2writing.Aftertheerroranalysis,somestrategieswillbebroughtouttohelpenhancetheselearners’writingproficiency.Finally,somepedagogicalimplicationswillbeputforwardtobothteachingandlearningL2writinginEnglish.
【Keywords】erroranalysis;targetlanguage;L2writing;inter-lingualinterference
Introduction
TheIELTSscripts(SetA:
1-6)arecomposedbyEastAsianlearnerswhoseEnglishisapproximatelyatintermediatelevel.Thewrittentaskrequireslearnersofproducinga300-350wordacademicstyleessayinonehour.Thetopicfortheessayistodescribethechangesthataretakingplaceincitiesanddiscussthereasonsforthechangesandwhatproblemstheybring.Thesixcompositionsaredivergentintermsofwriters’linguisticproficiency.Someofthemhaveachievedmorethanintermediatelevelandsomehavenotevenreachedlower-intermediatelevel.Forexample,thethirdessaywrittenbyEizoandthesixthonebyXinhavebeenawardedascoreof7whilethefirstessaybyLeihasonlygotalowscoreof3.5.Firstlywewilldiscusserroranalysisinsecondlanguagelearning,andthenacriteria-referencedanalysisoftheerrorswillbecarriedout,focusingononespecificcriterionwhichgeneratessomedetailedpointstobefurtherdiscusseduponwithregardtoL2writing.Aftertheerroranalysis,somestrategieswillbebroughtouttohelpenhancetheselearners’writingproficiency.Finally,somepedagogicalimplicationswillbeputforwardtobothteachingandlearningL2writinginEnglish. ErrorAnalysis
ErrorAnalysis(EA),abranchofappliedlinguistics,wasestablishedinthe1970sbyS.P.Corderandhiscolleagues(Ellis,1994).Itisanattempttoanalysetheerrorslearnersmakeinrelationtothetargetlanguage.EAhasreplacedtheparadigmContrastiveAnalysis(CA)whichcomparestheformsandmeaningsofboththemothertongueandthetargetlanguagetopredictthepotentialerrorslearnerstendtomakeasaresultofwronglytransferringL1systemstoL2(James,1998).ThenoveltyofEAisthatthemothertongueisnolongerneededtobereferredtoanderrorscanbefullydescribedintermsofthetargetlanguage.Therefore,inEAmismatchescanbelocatedaftercomparingthetargetlanguageandthelearners’versionofthetargetlanguage.Inaddition,EAhasshowedusthatCAwasunabletopredictagreatmajorityoferrors,whichwereproducedbylearnersmakingfaultyinferencesabouttherulesofthenewlanguage.AccordingtoCorder(1967),learnererrorsaresignificantinthreeways:
firstly,theyserveapedagogicalpurposebyshowingteacherswhatlearnershavelearnedandwhattheyhavenotyetmastered;secondly,theyservearesearchpurposebyprovidingevidenceabouthowlanguagesarelearned;thirdly,theyservealearningpurposebyactingasdevicesbywhichlearnerscandiscovertherulesofthetargetlanguage.Tomostlanguageteachers,EAhasbecomeausefultoolforunderstandinglearningprocessandimprovinglearners’outputandhasattractedwiderinterestsfromappliedlinguists.Inthisassignment,acriteria-referencederroranalysiswillbeadopted.Thefocusofthecriteriawillbeonthelanguagestructure.
BasedonHyland(2003),onewaytolookatwritingistoseeitasacoherentarrangementofwords,clausesandsentences,structuredaccordingtoasystemofrules.Theserulesmainlyinvolvethelinguisticknowledgesuchassyntacticpatterns,vocabularychoicesandcohesivedevicesthatcomprisetheessentialproductofthewriting.Inthisviewweputdirectattentiontothegrammaticalfeaturesofthelanguagewhichisconsideredfundamentalinwriting.Asaresult,wewillmainlyfocusontherangeandaccuracyofgrammaticalstructuresandanalysethecausesforsucherrorsmadebythelearners.
ADetailedAnalysis
Inthesixscripts,fivearecomposedbyChinesestudentsandonebyJapanese.TheJapaneselearnerhasalmostmadenogrammaticalerrorsinthewriting.TheerrorsthoselearnershavemadecanbecategorizedintocomingfrommajorsourcessuchasL1interference,overgeneralization,incompleteapplicationofrules,ignoranceofrulerestrictionsandfalseconceptshypothesized.Althoughsomeerrorsareonlyperformancemistakes,forexample,intheLeicomposition,peopledrinktomuchalcohol,thesystematicerrorsmadebymostofthemareoriginatedfromL1interference,otherwisecalledinterlingualtransfer.DetailedexamplesoftheseerrorsareattachedtoAppendix. ThenotionofL1interferenceisamaincontributortoerrorsinL2learning.Theterms‘interference’and‘transfer’arecloselyassociatedwithbehaviouristtheoriesofL2learning.Theterms‘interference’and‘transfer’typicallyrefertothelearner’stryingtoapplyrulesandformsoftheL1intoL2.Accordingtothebehaviouristtheories,themainhindranceinlearningL2isinterferencefromtheexistinglinguisticknowledgeofL1aslearningalanguage,whetherL1orL2,isamatterofhabitformation.Skinner(1957)holdsthatiflanguageisessentiallyasetofhabits,thenwhenwetrytolearnnewhabitstheoldoneswillinterferewiththenewones.Thisiscalledmothertongueinterference.ProvocativeinhibitionoccurswhentheoldhabitsofL1interferewiththeattemptsoflearningnewones.Insuchconditionsoldhabitsmustbeunlearnttogiveplacetothelearningofnewones.
L1interferenceisasignificantsourceoferrorforChineselearnersduetothedifferencesbetweenthetwolanguages.Thetypicalterm‘Chinglish’referstotheseerrorsthatmadebyChineselearnersduetoL1interference.SincetheJapanesewritingsystemisoriginatedfromChineselanguage,thus,L1interferenceisalsoapplicableforJapaneselearners.Intheerrorsmadebytheselearnersinterlingualerrorsseemtobethemostdominantone.Forexample,inLei’sversion,onesentence‘Thesedaysalotofchangeintocitybecausealotofpeoplegoingtocity…’isatypicalinterlinguallyinducederroneoussentence.Likewise,thesentenceinShi’sversion‘Itiscanbepredictedthatthecitieswillcontinue…’.Inthefirstsentence,thewritercouldnotdifferentiatebetweentwoChinesewordsputtogetherasaverbandanEnglishverb.Thewriterused‘into’insteadof‘comeinto’becauseinChinese‘in’and‘to’areputtogetherasaverb.AnotherexamplefromthepopularChinglishexpression‘goodgoodstudy,daydayup’isaperfectillustrationonthecauseofsucherrors.Inthesecondsentence,thewriterdidnotknowinEnglishtwoverbscannotputtogetherwhileinChinesetheycan.Therefore,‘itiscanbepredicted’worksperfectlyinChinese.Invariably,Chineselearnerswouldwritesentencessuchas‘IamcomefromShanghai.’,‘Youcangodie.’and‘TheywillwantgotravelEurope.’.
InmostChinesestudents’mind,writinginEnglishinvolvesonlytranslationfromChinesesentencesintoEnglish.However,ifonerigidlytranslatehisfirstlanguageintothetargetlanguageinwriting,theresultwouldbedisastrous.LearnersofL2writingshouldtrytoavoidsuchamethod. ChineselearnerscannotdistinguishpartsofspeechinEnglishbecauseitisnotformallyrecognizedinChineselanguage.ThereisnoestablishedcomprehensivegrammaticalclassificationandthesamewordmayoftenservedifferentstructuralfunctionsinChinese.Asaresult,Chineselearnersoftenfailtodistinguishrelatedwordssuchas‘beautiful’and‘beauty’intermsoftheirpartsofspeech,particularlytruethatChineselearnersdonotknowthefactthatcertainfunctionsinasentencecanonlybefulfilledbywordsfromcertainclasses.Sucherrorsoccurinthesentences1,3,5,12,18and19oftheAppendix.
TherearenoarticlesinChineseandlearnersfinditverydifficulttousethemcorrectly.ChineselearnersoftenomitnecessaryarticlesneededinEnglishorinsertunnecessaryones.Examplescanbefoundinthesentences2,3,5,8and19oftheAppendix.
Chinesesentencesoftenstartwitha‘topicalised’subjectorobjectwhichisgrammaticallydetachedfromtherestofthesentence.ThisdoesnotalwaystransfersuccessfullytoEnglishandcancauseconfusion,especiallyifatopicalisedobjectisfollowedbyadroppedsubjectpronoun.IntheAppendix,atypicalsentencecorrelatestosucharule,‘Theyalsoneedmoney,needfood.’Likewise,insentences4,8and21similarerrorsaremade.
PluralityisrarelyexpressedinChineseandthereisnocountableanduncountabledistinction,ChinesestudentstendtoneglectsucharuleinEnglish.‘-s’isdroppedorisaddedtoeverynoun.Whatismore,subject-verbconcordisalsoignoredbyChineselearners.Errorsofthiskindcanbefoundinthesentences7and10.
InChinesepassivevoiceisnotasregularlyusedasinEnglish,activevoiceisdominantinChinese,thereforeChineselearnersusuallyhavetroublemasteringEnglishpassivestructures.Forinstance,inthesentences17and20,thelearnerfailedtouseacorrectvoice.
AlthoughEnglish
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