second-language-acquisition-ppt-gaoyuan-資料下載頁
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【正文】 67,1973)pointed out that errors have theoretical and practical significance. ? They are theoretically significant in that they provide feedback to psycholinguistics in constructing theories of SLA ? They are of practical significance to language teachers, indicating to them the effectiveness of the teaching materials and techniques. ? Error analysis ? Identifying errors to pare learners’ vs. native speakers’ ? Describing errors ? Corder(1973) proposed 4 categories ? Omission of some required elements ? Addition of some unnecessary or incorrect element ? Selection of an incorrect element ? Misordering of elements ? Another way is to classify them into grammatical categories : for example, we can gather all the errors that have been identified relating to verbs and then classify them. ? Explaining errors, the final step, is the task of tracing the source of errors. ? In terms of sources, errors are divided into ? Interlingual errors : are caused by mother tongue interference .one’s knowledge of L1 contributes to L2 learning . ? The positive role L1 plays is called transfer. ? The negative role is termed interference. ? Intralingual errors: are produced by second language learners regardless of their mother tongue. ? For example: I eated too much. ? Overgeneralization is found universal in SLA( Also in L1 acquisition) ? Simplification（ also called redundancy reduction） ? He eat an egg . ? Cross –association, confusion in memory of two forms ? Dessert and desert ? Error analysis ? By focusing on only on errors, researchers may lose sight of the whole picture of learners’ language. ? Error analysis is that it fails to account for all the areas of L2 in which learners have difficulty ? Interlanguage is the approximate language system that the learner constructs for use in munication through the target language.(Larry Selinker) ? Corder (1971)called learners’ language an idiosyncratic dialect . ? Both terms suggest that learners’ language is between L1 AND L2 and that it is a continuum along which all learners traverse.
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