| With Go For It! as a research subject, this master degree thesis discussed and analyzed causes for induced errors committed by middle school students with error analysis theory.This paper traced views of various disciplines engaged in research on errors in language learners, emphatically introduced error analysis theory of Pit Coder, a famous linguist and described classifications and causes of induced errors by James, thus providing theoretical foundation for this paper.There are lots of reasons for errors committed in English learning process, including subject and object ones. Teachers shall not only care subject reasons which may lead to errors in learning, but also pay attention to impact of external environment on learning. The induced error is a kind of error caused by unfavorable learning environment. For a teacher, it is quite necessary to reflect upon teaching method via analyzing reasons for induced errors and try to find solutions so as to effectively reduce induced errors and improve students’English learning ability.The domestic and foreign scholars have already made the massive and in-depth researches on students’errors in learning English. In recent years, many domestic researchers have made in-depth analysis and discussion about English mistakes of domestic junior middle school students. But few of them have combined the specific textbook Go For It! together with the English reduced errors that occur in the textbook and improper teaching methods during the use of the textbook in their studies. The author hereby chooses the New Target Go For It! as the research object. Based on the existing domestic and foreign research results, and also based on the English-teaching experience in junior middle school, the author intends to analyze and study the induced error causes of junior middle school students in English, and propose the corresponding teaching countermeasures.This paper is divided into four parts:Introduction discusses the background and necessity of this research. Chapter One elaborates comparative analysis, error analysis theory, and summarizes the classification of learners’errors by different linguists, with the author’s thoughts on the study of current errors by the end of this chapter. Chapter Two takes the English textbook Go For It! as the study object to discuss the insufficiency of teaching materials in teaching as the causes of induced errors made by students. Chapter Three considers the improper teaching methods adopted by teachers as the causes of induced errors made by students based on the study on the English textbook Go For It!. Chapter Four puts forward countermeasures for reducing students’ induced errors based on the Go For It!. Conclusion makes summarizations and proposes the limitations and deficiencies in the paper. |
