Error Analysis And Its Implications In The EFT

This M. A. thesis attempts to probe into the linguistic features and properties of learner errors on the framework of language acquisition and learning theory, and further to suggest some approaches to the treatment of errors in the English classroom.Based on the fundamental thought that errors are indispensable with the learner and necessary for learning, the thesis traces the theoretical bases of the study of learner's errors, and further reviews different schools of research approaches to learner errors, such as contrastive analysis (CA) and error analysis (EA). Obviously, either CA or EA has its merits and weakness.The thesis makes a categorization of common errors made by Chinese learners in the practice of spoken English and writing. Furthermore, the thesis attributes learner errors to some sources into which personal elements such as learning strategies and communicative strategies, individual differences, etc, and hard factors such as the learning context and socio-cultural context fall. Finally, the thesis relates to English teaching the importance of error feedback, simply, error correction. Accordingly, some correction strategies are suggested. However the correction of learner errors should be well balanced by the educational function or conformity of language. As situation changes, concerns with accuracy or fluency of language should be emphasized or overlooked. Yet at present, theinhibitive or facilitative effects of error feedback are to a great extent dependent on the experience, skill, and ingenuity of language teachers. A great deal of theories and methodologies is in the want. Hopefully many empirical studies are to be started.The present paper consists of six chapters:Chapter One is a review of error studies, the different views and approaches to error analysis. Besides, explanations of the data used in this paper and the structure of the thesis are included.Chapter Two sets forth the theoretical bases of different viewpoints and approaches to error studies. In this chapter basic theories such as the behaviorism and mentalism concerning the aspect of errors are explained and discussed. Furthermore, approaches to error studies such as contrastive analysis and non-contrastive analysis, together with their merits and weakness, are reviewed and discussed.Chapter Three is a classification of different types of errors from different standpoints. A diverse classification of errors made by different linguists is presented in this section. Some items are also added to the category.Chapter Four is a partial explanation of the sources and causes of errors from different perspectives. Personal factors such as the learning and communicative strategies, the individual learner differences, and objective elements like learning and teaching contexts are attributable to the learner errors.Chapter Five is devoted to the treatment of learner errors in the English classroom. In this chapter, Chinese students' common errors in spoken and written English are presented; attitudes toward error feedback and treatment to errors are suggested, particularly the relationship between correction, fluency, and accuracy with respect to different learning and teaching contexts are discussed.Chapter Six serves as conclusion of the whole paper. It restates the significance of error studies in the EFT.