语言错误分析对英语教学的启示

→Why not have a try?

学习者在产生此类错误的时候有很强的规则意识，他们设法处处按照规则说出或写出正确的句子。笔头表达中，此类错误更为常见。?

(二)忽略规则(IgnoranceofRulesandForms)

从心理机制上看，此类错误的产生和前一类错误的产生有相反的背景：前一类是过度重视规则并突破具体限制；此类则是不管规则和语言形式。以汉语为第一语言的中国学生在学习过程中有可能长期地保持这一习惯。?

此类错误有：?

He go home very late.

→He went home very late.

Doctor ask him to stopsmoking.

→The doctor asked him to stop smoking.

I see her yesterday.

→I saw her yesterday.

Look,the car come.

→Look,here comes the car.

There are a lot of book on the desk.

→There are a lot of books on the desk.

He like to play piano.

→He likes to play the piano.

Her tooth is very nice.

→Her teeth are very nice.

当我们的调查对象在实际情景中增强表达欲望时，忽略规则的现象就明显增多。在高考书面表达题中，此类错误也占有较大的比例。?

(三)错误假定(FalseConcepts?Hypothesized)

此类错误来源于一种并不明确但却十分牢固的错误规则概念。is/am/are的泛化是此类错误的一个典型例子。我们的调查对象在口头表达中经常使用is/am/are来构成语句：?

He is speak English very well.

→He speaks English very well.

They are hate it.

→They hate it.

I'm like to dance with my classmates.

→I like to dance with my classmates.

这样的错误假定还有一些其他例子，如调查对象在头脑中保持着很强的关于过去完成时的错误概念：“凡是过去完成了的就要用过去完成时。”于是他们说出这样的句子：?

I had met him yesterday and I had talked with him about the matter.

→I met him yesterday and I talked with him about the matter.

(实际上，说话人只是客观陈述昨天的情况，并不涉及两个过去时间的活动的比较。)?

(四)随意遗漏(Omission)

此类错误的特点是在没有意识到的情况下遗漏语句的某些成分。?

此类错误有：?

What you think about it?

→What do you think about it?

They waiting for us at the gate.

→They are waiting for us at the gate.

I like flower here.

→I like the flowers here.

You may use knife to cut it.

→You may use a(或the)knife to cut it.

(五)有意添加(Additions)

此类错误的特点是有意识地把某些成分添加到语句之中。?

I agree all what you say.

→I agree what you say.

I'm not interested in the book you borrowed it from the teacher.

→I'm not interested in the book you borrowed from the teacher.

I enjoy dancing a lot of.

→I enjoy dancing a lot.

She entered into the office.

→She entered the office.

(六)简化规则(Incomplete Application of Rules)

此类错误的特点是不能“完全地”使用规则，说话人或写作者习惯于使用在较早阶段学到的规则，而不再关注那些较为复杂和较难接受的规则，这可能是因为说话人或写作者认为仅用简单规则就可进行交际的缘故。?

此类错误有：?

I have not picture to look.

→I have no picture to look at.

There are a lot of people stand there.

→There are a lot of people standing there.

I suggest him the book.

→I suggest that he should read thebook.

How about have a party?

→How about having a party?

(七)配合不当(Archi-formsand Alternating Forms)

表层策略分类中的“早期编造错误”和“交替编造错误”可合为“配合不当”类。此类错误产生的机制属于说话人或写作者在表述过程中没有想到如何正确地进行词语配合。在调查中此类错误有：?

I don't know that teachers.

→I don't know those teachers.

I have wrote a letter to him.

→I have written a letter to him.?

(八)语际干扰(Interference)

“干扰”问题一直是语言学习的研究者们所关心的问题，随着“中介语”概念逐步被人们接受以及有关“中介语”的研究逐步深入，研究者多用Interlingual的概念来代替interference的概念。但在我们掌握的调查取样中，确有一部分属于母语干扰型的错误，如：

→I filled the cup with the water.

I want to become the water warm.

→I want to make the water warm.

但应当指出的是：干扰型错误在全部取样中并不占很大比例，而且此类错误多发生在英语学习成绩很差的学生身上。?

四、错误原因的探究

在进行错误调查之中和调查之后，我们曾询问过一些英语教师，请他(她)们谈一谈错误的主要原因。他(她)们的意见归纳起来有以下几条：?

1. 语法概念不清；?

2. 语言知识不足；?

3. 汉语习惯的干扰；?

4. 语言表达的熟练性不够；?

5. 日常交际经验不足；?

此类原因经常可以在有关英语教学的研究文章中见到，也经常可以在英语教学研讨会上听到。应当说，所有这些说法都涉及到了错误的原因，但它们并没有触及错误发生的内在原因。