语言错误分析对英语教学的启示

ThatcatsarenotMary's.

→Those cats are not Mary's.

I seen her yesterday.

→I saw her yesterday.

I have saw her.

→I have seen her.

7. 错序型(Misordering)

此类错误的特点是错误地安排语序，如：?

I don't know what is that.

→I don't know what that is.

What daddy is doing?

→What is daddy doing?

(三)比较式分类法(Comparative?Taxonomy)

这种分类方法是在比较第一语言(L1，可以理解为母语)和第二语言(L2，根据我国具体情况，可以理解为外语)的基础上提出来的。它有两大分类：?

1. 发展型错误

此类包括第一语言习得中的错误和第二语言习得中那些与第一语言习得中的错误相同或相似的错误，如：?

L1?

Don't throw on my shoes.

→Don't put on my shoes

Want it.

→I want it.

Teacher told us to do the homework.

→The teacher told us to do the homework.

Book drop.

→The book dropped.

It don't fit in here.

→It doesn't fit in here.

What does he putting there?

→What did he put there?

L2

Give the little bird to eat.

→Give the little bird something to eat.

Play football.

→Let's play football.

Cat go there.

→The cat went there.

Apple come down.

→The apple came down.The apples came down.

She don't smoke.

→She doesn't smoke.

→He doesn't look(at it).

2. 语际错误(或称双语错误)

此类错误的特点是：说话人或写作者在使用第二语言时受到第一语言习惯的影响或受到第一语言规则的制约，即我们一般所说的“母语干扰”。如：?

She very want to go.

→She wants to go very much.

She very bright.

→She is very bright.

Mary please me to go to party.

→Mary invites me to go to the party.

Do you like? Yes,I like.

→Do you like it? Yes,I do.

进行比较分类研究的人发现：在第二语言习得过程中，原有被人们认定的干扰型错误并不占主导地位，第二语言习得和第一语言习得过程中的语言错误具有惊人的相似性。?

(四)交际效果型分类法(Communicative Effect Taxonomy)

此种分类方法把分类的重点放在交际成果上，就是说，研究者主要想分清究竟哪些类型的错误可能影响听者或读者的理解；又有哪些类型的错误不会影响听者或读者的理解。研究和调查表明：那些涉及到整体语句组合结构的错误(Global Errors)影响听者和读者的理解，如：

No take this bus,we late for school.

→Don't take his bus.We are late for school.

He will be rich until he marry.

→He will be rich when he marries.?

那些仅涉及语句某一成份的错误(Local Errors)不会影响听者和读者的理解，如：?

He not go there yesterday.

→He did not go there yesterday.

Why they like each other?

→Why do they like each other?

What wrong with you?

→What's wrong with you?

The sheeps are very nice.

→The sheep are very nice.

在对上述分类方法进行了研究和比较的基础上，结合所掌握的取样，笔者初步探讨了中小学生在语言学习中所产生的错误的分布情况并在此基础上制订了自己的分类取样方案。

三、我国学生英语错误类型与分析

从研究国外已有公论的错误分类中，我们可以看出：不同的时期和不同的研究阶段产生了不同的分类方法，它们代表着语言习得理论在错误分析和中介语研究方面的发展进程。这个进程的特点是：整个研究的侧重点逐步从语言本身向学习者过渡；逐步从孤立研究向综合研究过渡；逐步从外部活动向心理活动过渡。语言学分类法把目光集中在语言本身，这样不利于揭示错误产生的内在进程；表层策略分类法能够使研究者看到错误产生的机制，而且分类项的繁简也较为合适，但这种分类法没有着重涉及语际问题，L1和L2的习得过程中的错误到底有哪些共同之处，又有哪些不同之处，比较式分类法在这方面有优势。著名的语言习得理论专家R.Ellis在Understanding Second Language Acquisition一书中谈到了心理语言分类的问题，并列举了这种分类的主要项目：Overgeneralization/Ignorance of rule restrictions/Imcomplete application of rules/False concepts hypothesized.笔者研究自己所获得的调查取样，在制定分类方案时提出了如下原则：?

1. 接受心理语言的分类法思想；?

2. 采用表层策略分类法的部分分类项目；?

3. 吸收比较式分类法的合理因素。?

在这些原则的指导下，我制定了一个适合自己的课题的分类方案，并据此对调查取样进行了分类。

(一)过度概括或称泛化规则(Overgeneralization and Ignorance of Rule Restrictions)

从overgeneralization一词的构成上，我们就可以看出，此类错误的特点是过度或超范围使用规则。我国中学生产生此类错误的概率是相当高的。从取样看，在起始阶段，规则泛化现象低于中级阶段，学生学习的语法内容越多，语法训练越多，泛化规则的概率就越高。

此类错误有：?

I don't know what the matter is with him.

→I don't know what's the matter with him.

English is not easy to be learned.

→English is not easy to learn.

It's time I will go home.

→It's time I went home.

Why not to have