【正文】 ey seldom mention the correct words collocation, so we often hear “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 because of their own language capacity constraints. Errors Caused by Communication Strategies The forth source of errors is munication strategies. When they are engaged in munication, junior learners of English might often have municative intentions that they find difficult in expressing a meaning for which their petence 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 munication or modifying what he intended to say. If the problem arises while the learner is already engaged in speaking, he must try to find an alternative way for passing the meaning across. In order to get the wanted meaning across, they are pelled to bridge the muni cation by resoling to matching language items, which turns out to be inappropriate, or pragmatically unfit, to the immediate situation. Consequently, a munication breakdown is often the case. The learner has memorized certain phrases or sentences without learning the internalized knowledge of the ponents of the phrases. For example, “I don?t care you??, “How often do you wash your clothes?”, ”Where is the post office?” and “I don?t speak Japanese.” 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 ponents may 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 nature of the items, but their rote is a factor of a lack of knowledge of the structural rules for forming the particular utterance. Causes of Errors As the types of errors above suggest that students? oral errors were caused by the wrong conceptions in their brain. These wrong language conceptions are caused by the factors below. The Influence of Mother Tongue 綿陽師范學(xué)院 2020屆本科畢業(yè)論文（設(shè)計） 5 Many 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 interference. 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, 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. Inappropriate Teaching Methods Inappropriate ways of teaching or inappropriate choice of textbooks may cause induced errors. For example, if teachers didn?t 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 teacher?s 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 divided into two major groups who due to the extent of their correction: the heavy corrector and the noncorrectors. Both sides of the correctors are excessive. On one hand, the heavy corrector creates a tense teacherfocused atmosphere which blocks the students? creativity by paying more attention to accuracy rather than fluency, imagination, independent thinking. Students tend to be cautious all the time and learn to e 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 students from free thinking and efficient learning. The results of noncorrector 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 teacher 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 the other hand, the noncorrector creates problems focused on teachers themselves. Firstly, such teachers may feel guilty as not doing what must be done. In addition to this, the noncorrecting teachers may often receive a number of plaints from school authorities, parents, and students themselves. School authorities and parents are especially dissatisfied when the teacher is preparing the 綿陽師范學(xué)院 2020屆本科畢業(yè)論文（設(shè)計） 6 students for an examination, because examinations are generally accuracybased. Students themselves want to know their mistakes and improve. Students rarely plain openly about being corrected too much. On the contrary, the majority of students want to be c