| With the continuous deepening of the student-centered teaching philosophy,teaching and learning concerns have shifted from teachers to students,and the errors made by learners have become scholars’ research focus.As an important method to study second language acquisition,error analysis has changed people’s understanding of errors and enabled people to treat errors with scientific and objective attitudes.For English teaching in middle school,attributive clauses have always been the key and difficult point in grammar teaching.Analyzing the relevant literature materials on attributive clause errors made by English learners,the author finds that the research techniques applied by most researchers are all test method and few researchers study the use and the errors of attributive clauses in learners’ English writings with the help of the corpus.Based on the error analysis theory,this thesis reviews people’s different opinions on errors and the causes of errors in different periods.On the basis of the error analysis theory,150 students(50 students per school)and 60 English teachers(20teachers per school)from three ordinary high schools in Tai’an City of Shandong Province were taken as the research subjects;meanwhile,450 English compositions of three different genres(narrative writing,expository writing and argumentative writing)were collected.By applying corpus-based approach,questionnaire and interview,this paper aims to analyzes the major errors which students made while using attributive clauses,the influence of composition genres on the use of attributive clauses and errors of students,and the causes of these errors.The research shows that the errors of English attributive clauses can be divided into three categories: correlative errors,internal errors of clause,and errors in the relationship between subordinate clause and main clause.Among them,the correlative errors are mainly represented by the misuse of relative pronouns and related adverbs and the improper omission of relatives.The internal errors of clause are mainly manifested by the errors of using predicate verbs of subordinate clause,the absence of subordinate clauses’ predicate verbs and the redundancy of subordinate clauses.Concerning the relationship between subordinate clause and main clause,the errors show as that the subordinate clauses becomes a complete sentence by itself in non-restrictive attributive clause.The research data shows that the composition genre has little influence on the use and errors of attributive clauses’ quantity in high schoolstudents.The reasons for these errors are mainly brought out by inter-lingual transfer and intra-lingual transfer.What’s more,the lack of solid basic knowledge,insufficient language input and students’ learning attitudes and habits toward errors also caused the appearance of these errors.Finally,some suggestions was put forward by this thesis: in the process of future study,the teachers and students should compare and analysis English and Chinese,value the input and output of the target language and consolidate the basic skills of English.The students should form good study habits as well. |
