On Middle School Students’ Oral English Errors and Correcting Strategies論中學(xué)生英語口語錯誤的分析和糾正策略

1、本科生畢業(yè)論文（設(shè)計(jì)）題 目on middle school students oralenglish errors and correcting strategies論中學(xué)生英語口語錯誤的分析和糾正策略專 業(yè)英 語（師范英語）院 系外國語學(xué)院學(xué) 號姓 名 指導(dǎo)老師答辯時間二一二年四月論文工作時間：2011年09月至2012年04月 論中學(xué)生英語口語錯誤的分析和糾正策略 摘 要：語言錯誤在英語學(xué)習(xí)的過程中是很正常的現(xiàn)象。在如何對待英語口語糾錯方面,教師應(yīng)該引導(dǎo)學(xué)生正確對待這些英語口語錯誤。錯誤分析的最終目的是對錯誤進(jìn)行分類與解釋,但教師的教學(xué)目的并不僅僅是解釋學(xué)生的錯誤或?qū)ζ浞诸?而是要把錯誤

2、分析的結(jié)果應(yīng)用于教學(xué),幫助學(xué)生少犯錯誤,使其能說一口標(biāo)準(zhǔn)、流利的英語。因此如何利用錯誤分析理論幫助學(xué)生更快更準(zhǔn)確地掌握英語是廣大英語教師的責(zé)任與義務(wù)。在英語課堂上,教師有必要對學(xué)生進(jìn)行口語糾錯,恰當(dāng)?shù)臅r機(jī)和靈活的運(yùn)用糾錯策略有助于提高學(xué)生的英語水平。本文通過對學(xué)習(xí)者在英語口語中所犯錯誤的原因分析,提出了糾錯建議。同時本文還針對課堂教學(xué)中的口語錯誤進(jìn)行了分析,并為教師提出了一系列糾錯策略,提高英語教學(xué)。關(guān)鍵詞:口語錯誤；錯誤分析；糾正策略on middle school students oral english errors and correcting strategies abstract

3、: it is normal that there are some language errors in the process of english learning. when facing the problem of how to deal with oral english errors, teachers should guide students to treat oral english errors correctly. the aim of error analysis is to classify and explain errors. the target of te

4、aching is not only to explain students errors, but to apply the results of error analysis to teaching and help students reduce errors and reach accuracy and fluency. thus it is the responsibility and obligation of teachers to help students grasp english more quickly and accurately through error anal

5、ysis. in english classes, it is necessary for teachers to use effective strategies flexibly in proper time to correct students oral english errors. this article has analyzed the reasons why chinese students make oral errors, and gives error correction advice. at the same time, this article also has

6、analyzed oral errors in classroom teaching, and puts forward a series of correction for teachers to promote the foreign language teaching. key words: oral errors; error analysis; correction strategiescontents1. introduction12. reasons of error analysis13. error types and causes23.1 error types23.1.1

7、 errors caused by mother tongue interference23.1.2 errors caused by the process of language learning33.1.3 errors caused by induced factors33.1.4 errors caused by communication strategies43.2 causes of errors43.2.1 the influence of mother tongue43.2.2 inappropriate teaching methods53.2.4 overuse of

8、filling language63.2.5 internal factors of students themselves74. factors affecting error treatment74.1 accuracy and fluency74.2 affective concerns with error treatment85. error correction95.1 correction time95.2 persons of error correction95.3 the strategy of error correction105.3.1 correction by s

9、tudents themselves with teachers help105.3.2 correction by classmates116. conclusion11bibliography12acknowledgements131. introduction in the twenty-first century, a new understanding of language errors becomes an important achievement in the field of foreign language acquisition. learning a language

10、 has to undergo a long process. in this process, language learners are using a transitional language. this transitional language is not like our mother tongue but a language which is always changing. it may contain many language errors in it. these language errors are the sign to improve the process

11、 of language learning. it can provide teachers with a very useful feedback and help them to understand what stage their students are learning. that is to say language errors are the indispensable part of language learning. if students make these errors, it is not due to teachers nor textbooks nor th

12、emselves directly. it is just a natural and necessary phenomenon in the process of language learning.error is due to informal learning that is to say the students brain has stored some information of wrong language. sometimes learners make oral errors because the wrong information in their brains. e

13、rrors in spoken language learning are ubiquitous and inevitable. if we know the deep understanding of these language errors, it will be useful for english learning. the first is that it can give teachers the information about their students english learning. the second is that it is available for re

14、searchers to master the language. the third is that it acts as the tool for learners to find target language rules. thus shows that error analysis of spoken language is extremely important.2. reasons of error analysisthe adoption of error analysis is classified into three parts: to researchers, to l

15、anguage teachers, and to learners themselves. while analysis of learners errors provides insights into the nature of language, especially into the innate nature of the learners system, they provide even more insights into the process of language teaching and learning. as such, specific conclusion ma

16、y usually be drawn from the results of the analysis regarding how a second or foreign language can be more effectively taught and learned, or how existing methods of teaching and learning can be improved.in deciding what should be the linguistic input to language teaching materials, we should certai

17、nly examine and explore an explanation for the errors that are typically made by different groups of learners. from which we have seen it is clear that the explanation will prove to be partly contrastive and partly non-contrastive between first language and second language. the fact that error may b

18、e caused by contrastive differences and by the structure of the target language itself means that it is impossible to base the content of language teaching entirely on the results of contrast. even if it were possible to make wholly accurate predictions of contrastive difficulties, we should not pre

19、dict all the difficulties that a learner faces. the structure of the second language itself has to provide much of the content of language teaching. it can not be assumed that non-contrastive aspects of language will look after themselves. this probably accounts for the fact that any one who has tau

20、ght english to students from differing language backgrounds has found that there are many aspects of the structure of english which are universally difficult for learners of english as a second language. therefore, errors are also useful in asserting teaching method. the career-oriented motivation o

21、f the population of subjects being investigated is different from that of any other population of english majors on the other campuses. as such, better command of written english appears more important to them than to other english majors on the other college campuses who may or may not enter into t

22、he tefl (teaching english as a foreign language) profession.3. error types and causesin this section, this paper will analyze different types of errors. in all, students oral errors are caused by mother tongue interference, the process of language learning, communication strategies and induced facto

23、rs. the reasons of students oral errors are classified into five aspects according to the types of errors: the influence of mother tongue, inappropriate teaching methods, overuse of filling language and students internal factors. 3.1 error typesmiddle school students oral errors are divided into fou

24、r types which are caused either by students internal personalities or by the induced surroundings. their oral errors are unavoidable. while, after we have learned the types of errors, we can find appropriate strategies according to error types and help them correct those errors. 3.1.1 errors caused

25、by mother tongue interferencethe first source of errors is mother tongue interference. it mainly refers to the learners first language errors produced by interference formation acquisition. chinese students are influenced by their mother tongue when learning english. as far as mother tongue interfer

26、ence is concerned, there is a kind of mistakes that learners sometimes make when they use their previous mother tongue knowledge as a means of expressing their ideas. for chinese learners of english, the typical instance transferred from our mother tongue are the use of “because.so.” although it is

27、correct to use these two conjunctives together in combining sentences in chinese, it is wrong to do so in english. and this is similar with “although .but.” another example of mother tongue interference is that we often say “he” while we really mean “she”. the cause is this: the two chinese characte

28、rs are spelled differently while their pronunciations are the same. this may result in mistakes from which even some learners can not get away.3.1.2 errors caused by the process of language learningon the contrary, the second source of errors is produced by the process when learners are learning the

29、 target language. chinese students may have this kind of errors when learning english grammar rules or other aspects of english learning. in all, there are two specified types.the first one is over-generalization. over-generalization refers that english learners try to express new conception with th

30、e knowledge they have learned. that is to say, they have mastered the rules of the language, but in fact, they don not understand them. here is an example: having learned a rule for forming plurals, a student may produce “i have more than twenty tooths”, in which the attempt “tooths” is one of the e

31、xceptions to the rule and should be spelled as teeth. similar errors like “runed” and “taked” occur from time to time. there is another example, “he may dances”. learners know “he smiles; he runs, etc”, so they put a “s” after “dance” without thinking about the usage of the verb “may”, thus they mak

32、e errors of over-generalization.the second one is ignorance of rule restriction. ignorance of rule restriction refers that learners do not obey to the special restrictions of some language structure and make wrong sentences. for example: “i helped him to do it”. in this sentence, learners ignored th

33、e special usage of “help”, they put “to” after “help” and made a wrong sentence.3.1.3 errors caused by induced factorsthe third source of errors is induced factors, which is called induced errors. the word “induced errors” refers that more of learners language errors come from classroom teaching. th

34、is is because of teachers inappropriate ways of teaching the definition, analysis and examples of language, or inappropriate arrangement of teaching activities.there are two types of induced errors that contribute to students oral errors. the first part of induced errors is form textbooks. in the se

35、ntence below, a girl is asking her mother for advice that what birthday present she should buy for her friend ruby.mother: i suggest you buy her a lovely rabbit.daughter: oh, that is a good idea mother! thats what im going to give ruby.“im going to” expresses that he has already know what to buy bef

36、ore asking his mother, this does not accord with the meaning of the conversation. in the conversation, “rabbit” is chosen to be a present is a sudden decision, so we should use “will” instead of it.the second part of induced errors is from teachers. in china, one of the most frequent ways for teache

37、rs to explain words is paraphrasing in english teaching class. for example: when teachers are explaining the word “marked” in phase “marked progress”, they may use “big, large, great” to explain to let students understand it easily. they seldom mention the correct words collocation, so we often hear

38、 “big burden, large harm, etc” in students oral english with idiomatic wrong collocation. local learners tend to express like “heavy burden, great harm”.the third part of induced error is teachers tongue slip. when teaching, teachers often make some sentences that do not obey to grammar rules becaus

39、e of their own language capacity constraints.3.1.4 errors caused by communication strategiesthe forth source of errors is communication strategies. when they are engaged in communication, junior learners of english might often have communicative intentions that they find difficult in expressing a me

40、aning for which their competence contains no appropriate items or rules at all. if a learner is able to anticipate such a problem, he may be able to forestall it by avoiding communication or modifying what he intended to say. if the problem arises while the learner is already engaged in speaking, he

41、 must try to find an alternative way for passing the meaning across. in order to get the wanted meaning across, they are compelled to bridge the communi- cation by resoling to matching language items, which turns out to be inappropriate, or pragmatically unfit, to the immediate situation. consequent

42、ly, a communication breakdown is often the case. the learner has memorized certain phrases or sentences without learning the internalized knowledge of the components of the phrases. for example, “i dont care you, “how often do you wash your clothes?”, ”where is the post office?” and “i dont speak ja

43、panese.” age the sorts of prefabricated patterns that one sometimes learns at the beginning of a language learning experience when the structure of language is not known. such phrases are memorized by rote to fit their appropriate context. but in the process of memorizing, one or two components may

44、he memorized wrongly, which results in errors. for example, “how often do you wash your clothes?” may he memorized as “how often do you washes your clothes?” and” could you tell me where the post office is?” as “could you tell me where is the post office?” the errors are due largely to the rote natu

45、re of the items, but their rote is a factor of a lack of knowledge of the structural rules for forming the particular utterance.3.2 causes of errorsas the types of errors above suggest that students oral errors were caused by the wrong conceptions in their brain. these wrong language conceptions are

46、 caused by the factors below.3.2.1 the influence of mother tonguemany teachers believe that students oral errors were caused by their mother tongue. mother tongue may interfere students acquisition of foreign language. there are two types of interference: speech interference and semantic interferenc

47、e. besides, semantic interference is more obvious, such as chinglish which is belong to this type of interference. for example:” please open the window”. in this sentence, we may use “unlock” to express open, but there are many ways of expressing the word “open” in chinese, such as open the fridge,

48、unlock the lock, drive the taxi, have a meeting and so on. chinese students tend to use one verb to express many conceptions when they are talking about the word “open” in english sentences.3.2.2 inappropriate teaching methodsinappropriate ways of teaching or inappropriate choice of textbooks may ca

49、use induced errors. for example, if teachers didnt explain the language phenomena clearly, which cause students got a fuzzy understanding of it. on the contrary, if the language phenomenon is over emphasized, students may consider it as a formulary and overuse it in improper situations.then teachers

50、 reactions to oral errors are explained in detail. first of all, the way that teachers react to a mistake is significant. not only what teachers say, but also the way they look, or move, the tone of their voice are important. if students are criticized for trying, they will stop it. teachers are div

51、ided into two major groups who due to the extent of their correction: the heavy corrector and the non-correctors.both sides of the correctors are excessive. on one hand, the heavy corrector creates a tense teacher-focused atmosphere which blocks the students creativity by paying more attention to ac

52、curacy rather than fluency, imagination, independent thinking. students tend to be cautious all the time and learn to come up with fixed phrases. this results in their inability to make new interesting sentences.tension which is widespread in the classroom of the heavy corrector also impedes student

53、s from free thinking and efficient learning. the results of non-corrector are no mistakes and on progress when making learning steps . moreover, students who are corrected all the time soon get bored with it, especially if they are trying to express themselves. therefore, the heavy correcting teache

54、r causes student problems. up to mow, the internal struggle on the part of the teacher is often present as well: often teachers do not want to overcorrect, but they feel that is their responsibility. the most obvious point is that teachers end up correcting right to right, or even right to wrong. on

55、 the other hand, the non-corrector creates problems focused on teachers themselves. firstly, such teachers may feel guilty as not doing what must be done. in addition to this, the non-correcting teachers may often receive a number of complaints from school authorities, parents, and students themselv

56、es. school authorities and parents are especially dissatisfied when the teacher is preparing the students for an examination, because examinations are generally accuracy-based. students themselves want to know their mistakes and improve. students rarely complain openly about being corrected too much

57、. on the contrary, the majority of students want to be corrected as they consider it to be helpful as well as useful. moreover, it is the traditional view of what a language teacher does. one more problem of a non-corrector is their deteriorating image as students tend to think of such teachers as l

58、azy, irresponsible or incompetent. finally, students “l(fā)earn” mistakes from each other if they are not corrected and, consequently, do not make progress as they do not know what is right and what is wrong.3.2.3 cultural differencechinese students may make communicative mistakes when communicating with local english speakers, because they dont know the culture difference between english speaking countries and china. because of the culture difference, some common things in one culture are rega