| The author first reviewed researches about the development of IL theory and EA and then conducted a quantitative and qualitative research of IL errors that Chinese English learners committed in CLEC, with the help of computer and software technology. And then the author made a comparative study of three kinds of typical errors both in CLEC and COCA based on the relative theories. The most frequently committed word actions and collocations knowledge are extracted with the help of the software Antconc, and then the existential sentence is chosen. Finally, all these kinds of errors are analyzed comparatively both in CLEC and COCA.The thesis tries to answer three questions:(1) What is the situation of IL errors that Chinese English learners committed in CLEC?(2) Compared with Chinese English learners, how do the native English speakers correctly apply the l information in COCA?(3) What can we do to improve Chinese English learners’ linguistic competence?The conclusions are as follows:(1) Chinese English learners mainly committed eleven types of errors in their compositions. The frequencies of word form errors, vocabulary errors and pronoun errors rank the top three, taking up 21%, 20% and 15% respectively while those of adjective errors, adverb errors and conjunction errors are very low, taking up less than 1%.(2) Through a comparative analysis of three typical errors between CLEC and COCA, it is found that how the native English speakers apply the information differs greatly from that of Chinese English learners. In terms of vocabulary, Chinese English learners always wrongly use synonyms to substitute. The thesis made a comparative analysis of actions in both corpora, since many Chinese English learners always wrongly substitute actions for activities. Sentence structure errors mainly include sentence deficiency, Chinglish expressions and punctuation errors. The author gave an example of existential sentence in between CLEC and COCA, since it is very common in English. The results showed the existential sentence structures that Chinese English learners tend to use are different from the authentic existential sentence structures. In respect of collocation, errors of verb/noun collocation are much more than other collocations. In the thesis the author made a comparative analysis of the collocation of knowledge in both corpora.(3) There are some causess which lead to so many linguistic errors. Firstly, under the current situation of exam-oriented education, most teachers ignore the cultivation of learners’ linguistic competence. Secondly, negative transfer of Chinese also contributes to this. Thirdly, the learners haven’t possessed adequate knowledge about English-speaking countries’ culture. Finally, redundancy occurs in the process of using English.Based on the main findings of the research,it has been found that error analysis and research is helpful and significant for the researchers and teachers to better understand Chinese English learners’ errors in their compositions. It also proposes some suggestions for English teaching and learning. Firstly, English teachers should inculcate knowledge of English-speaking countries to learners in class. Secondly, massive amounts of authentic English materials should be accessible to Chinese English learners. Finally, the learners should try to practice and use what they have learnt as much as possible, only doing this can they know where the errors lie and how to correct them correspondingly. At the same time, the limitations of the study are summarized and some suggestions for future studies are provided for paving the way for more relevant studies. |
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