初中英语写作的错误分析
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摘要
新课程改革要求学生在写作方面能够描述物体的性质和行为，能叙述概念，能写简单的信件或者单据，并能根据图片上的关键字阐明自己的想法。写作在中学生考试中占有重要的比重。它不仅是一个创作的过程，还是衡量语言学习者对语言掌握程度的标准。因此，写作作为语言交流的一部分，必须符合语言规则，其中包括对结构，词汇以及语法等的高标准要求，而语言学习者又经常在此方面出先各种问题。这就需要对他们进行错误的纠正，也是我们为什么需要错误分析理论的原因。
错误分析是指第二外语学习者对错误的分析和研究。它介于中介语和目标语之间并且是中介语理论的进一步研究。从心灵主义观点出发，它是建立自心理学基础上的认知心理学。直到二十世纪七十年代，它才成为应用语言学认可的一部分。错误分析已经被引入了外语教学领域，并取得了显著效果。近些年关于纠错在教学领域里的研究与应用屡见不鲜，错误分析研究为外语教学提供了反馈信息，让教师知道所教授知识的掌握情况，从而根据实际情况而改善教学方法。
本文在理论部分首先阐述了书面表达的地位和重要性，研究的必要性和中学英语写作现状，错误的概念以及中介语和错误分析理论，并把错误进行分类，最后用错误分析理论从不同的角度探讨错误的原因。笔者曾在鲁山实习期间以鲁山县第二十一中学九年级一班和二班的学生为研究对象做了一次实验，并对他们的书面表达错误进行数据的收集、识别、统计、整理、分析并归纳原因。作者首先对两个班进行了一次问卷调查，目的是了解两个班对英语写作的态度以及他们的态度是否一致；其次作者把两个班分为实验班与控制班并对他们进行前测和后测（写一篇50字左右的作文），前测是为了确保两个班在实验前的英文写作水平是否一致，后测是为了与前测的数据进行对比和分析，并得结果来证明错误分析理论和教学方法改革是有否有效。前测和后测的数据是通过软件SPSS统计得出，从而证明错误分析理论结合教学方法改革是有效的。最后作者根据两个班错误出现的频率和情况而归纳出现错误的主要原因：语际干扰、语内干扰。其中语内干扰占主导地位，错误还与教师诱导以及写作时的不认真有着密切联系。
根据以上研究，本文还提出了相应的策略和课堂模式来激发学生的写作兴趣，并注重学生基础语言知识的输入，培养学生良好的写作习惯，从而提高他们的写作水平,进而提高他们的英语整体水平。
Writing takes an important position in Middle School students' exams. It is not only aprocess of creation, but a criteria of a learner's language competence in communication. Thebasic idea of the new curriculum reform requires students to describe the nature and theactions of a subject, to illustrate concepts, to write simple letters or notes and to expound hisor her own idea by using some keywords on the pictures. So writing must meet the languagerules which include a high quality of structure, vocabulary, and grammar where learnersalways go the wrong way. That is why errors must be corrected and that is why we need erroranalysis theory.
Error analysis refers to the study and analysis of the errors made by second or foreignlanguage learners. It's a comparison between learners' interlanguage and the target language.Error analysis theory is the further study of interlanguage theory. It is based on Mentalistviewpoint and takes cognitive psychology as its psychological foundation. It was not until the1970s that error analysis became a recognized part of applied linguistics. Remarkableachievements have been made. Since error analysis theory was introduced into the field offoreign language teaching, remarkable achievements have been reached. Error analysis theoryoffers feedbacks to foreign language teaching, so that teachers will make improvements totheir teaching methods based on each student's individual situation.
The importance of writing, significance and purpose of this study, students' writingsituation, definition and classification of errors, interlanguage theory and error analysis theorywere discussed in the theoretical part. The author did an experiment in Lushan No.21JuniorMiddle School when she once taught there. The data was collected and analysed based on thesubjects' compositions in two classes of Grade Nine. Firstly, the author conducted a questionnaire survey for knowing their attitude towards writings. Then, an experiment wasalone with pre-and post-test. The data of the two tests were subjected to SPSS. The resultsshow that the teaching method combined with error analysis theory did work out. Finally, theauthor concluded the causes of making errors based on the frequency of errors. They wereintralingual transfer and interlingual transfer. Besides, errors also came from theircarelessness and teacher's inducement.
According to the above research, the author also gave some strategies and class samplefor cultivating students' motivation. Basic knowledge input is also very important forimproving their writing ability.
错误分析是指第二外语学习者对错误的分析和研究。它介于中介语和目标语之间并且是中介语理论的进一步研究。从心灵主义观点出发，它是建立自心理学基础上的认知心理学。直到二十世纪七十年代，它才成为应用语言学认可的一部分。错误分析已经被引入了外语教学领域，并取得了显著效果。近些年关于纠错在教学领域里的研究与应用屡见不鲜，错误分析研究为外语教学提供了反馈信息，让教师知道所教授知识的掌握情况，从而根据实际情况而改善教学方法。
本文在理论部分首先阐述了书面表达的地位和重要性，研究的必要性和中学英语写作现状，错误的概念以及中介语和错误分析理论，并把错误进行分类，最后用错误分析理论从不同的角度探讨错误的原因。笔者曾在鲁山实习期间以鲁山县第二十一中学九年级一班和二班的学生为研究对象做了一次实验，并对他们的书面表达错误进行数据的收集、识别、统计、整理、分析并归纳原因。作者首先对两个班进行了一次问卷调查，目的是了解两个班对英语写作的态度以及他们的态度是否一致；其次作者把两个班分为实验班与控制班并对他们进行前测和后测（写一篇50字左右的作文），前测是为了确保两个班在实验前的英文写作水平是否一致，后测是为了与前测的数据进行对比和分析，并得结果来证明错误分析理论和教学方法改革是有否有效。前测和后测的数据是通过软件SPSS统计得出，从而证明错误分析理论结合教学方法改革是有效的。最后作者根据两个班错误出现的频率和情况而归纳出现错误的主要原因：语际干扰、语内干扰。其中语内干扰占主导地位，错误还与教师诱导以及写作时的不认真有着密切联系。
根据以上研究，本文还提出了相应的策略和课堂模式来激发学生的写作兴趣，并注重学生基础语言知识的输入，培养学生良好的写作习惯，从而提高他们的写作水平,进而提高他们的英语整体水平。
Writing takes an important position in Middle School students' exams. It is not only aprocess of creation, but a criteria of a learner's language competence in communication. Thebasic idea of the new curriculum reform requires students to describe the nature and theactions of a subject, to illustrate concepts, to write simple letters or notes and to expound hisor her own idea by using some keywords on the pictures. So writing must meet the languagerules which include a high quality of structure, vocabulary, and grammar where learnersalways go the wrong way. That is why errors must be corrected and that is why we need erroranalysis theory.
Error analysis refers to the study and analysis of the errors made by second or foreignlanguage learners. It's a comparison between learners' interlanguage and the target language.Error analysis theory is the further study of interlanguage theory. It is based on Mentalistviewpoint and takes cognitive psychology as its psychological foundation. It was not until the1970s that error analysis became a recognized part of applied linguistics. Remarkableachievements have been made. Since error analysis theory was introduced into the field offoreign language teaching, remarkable achievements have been reached. Error analysis theoryoffers feedbacks to foreign language teaching, so that teachers will make improvements totheir teaching methods based on each student's individual situation.
The importance of writing, significance and purpose of this study, students' writingsituation, definition and classification of errors, interlanguage theory and error analysis theorywere discussed in the theoretical part. The author did an experiment in Lushan No.21JuniorMiddle School when she once taught there. The data was collected and analysed based on thesubjects' compositions in two classes of Grade Nine. Firstly, the author conducted a questionnaire survey for knowing their attitude towards writings. Then, an experiment wasalone with pre-and post-test. The data of the two tests were subjected to SPSS. The resultsshow that the teaching method combined with error analysis theory did work out. Finally, theauthor concluded the causes of making errors based on the frequency of errors. They wereintralingual transfer and interlingual transfer. Besides, errors also came from theircarelessness and teacher's inducement.
According to the above research, the author also gave some strategies and class samplefor cultivating students' motivation. Basic knowledge input is also very important forimproving their writing ability.
引文
[1] Brown, D. Principles of Language Learning and Teaching [M].New Jersey: Prentice HallRegents,1994.
[2] Burt, K. M.&Kispacky, C. Global and Local Mistakes [A]. New Frontiers in SecondLanguage Learning.[C] MA: Newbury House,1972.
[3] Celce-Murcia. Grammar Connection：Introductor’s Manual with Classroom PresentationTool [M]. NY: Thomason ELT Press,2007.
[4] Corder, S. P. Introducing Applied Linguistics [M]. London: Penguin Books,1967.
[5] Corder, S. P. The Significance of Learner’s Errors [C]. Second Language Learning:Contrastive Analysis, Error Analysis, and Related Aspects. Michigan: MichiganUniversity Press,1967.
[6] Corder, S. P. Error Analysis [M]. London: Oxford University Press,1974.
[7] Corder, S. P. Error Analysis and Interlanguage [M]. London: Oxford University.1981.
[8] Dulay, H. M. Burt, M.&Krashen, S. D. Language Two [M]. Oxford: Oxford UniversityPress,1982.
[9] Edge, J. Mistakes and Correction [M]. London: Longman press,1989.
[10] Ellis, Rod. Understanding Second Language Acquisition [M].上海:上海外语教学出版社,1999.
[11] Ellis, Rod. Second Language Acquisition [M].上海:上海外语教育出版社,2000.
[12] Ellis, Rod. The Study of Second Language Acquisition [M]. Oxford: Oxford UniversityPress,1994.
[13] Gass, S. M.&Selinker, L. Second Language Acquisition: An Introductory Course [M].NY: Routledge Press,1972.
[14] Habermas, J. The Public Sphere [A]. Communication and Class Struggle [C]. NY:International General Press,1979.
[15] Krashen, S. D. Second language Acquisition and Second language Learning [M].Oxford: Pergamon Press, l981.
[16] Larsen-Freeman, D.&Long, M. H. An Introduction to Second Language AcquisitionResearch [M]. Beijing: Foreign Language Teaching and Research Press,1978.
[17] Lennon, P. Error: Some Problems of Definition, Identification and Distinction [J].Applied Linguistics,1991(12):180-195
[18] Littlewood, W. T. Foreign and Second Language Learning [M]. London: CambridgeUniversity Press,1984.
[19] James, C. Errors in Language Learning and Use: Exploring error analysis [M]. London:Longman,1998.
[20] Richards, J. Errors Analysis and Second Language Strategies [J]. Language Sciences,1971(17).
[21] Richards, J. C. Error Analysis [A]. Perspectives on Second Language Acquisition [C].London：Longman,1974．
[22] Richards, J. C. Platt, J.&Platt, H. Longman Dictionary of Language Teaching&Applied Linguistics [M]. Shanghai: Foreign language Teaching and Research Press,2000.
[23] Selinker L. Interlanguage [J]. International Review of Applied Linguistics,1972(10):209-231.
[24]曹雪梅，戴卫平．英语口语错误分析及纠错策略[J]．《大学英语》，2005(00)：317-320．
[25]戴炜栋，束定芳．试论影响外语习得的若干重要因素[J]．《外国语》，1994(04)：1-10．
[26]丁往道．《英语写作手册》[M]．北京：外语教学与研究出版社，2000．
[27]邓云娟．高职学生英语中介语错误分析[D]．湖南师范大学，2005．
[28]陈霄.从对CLEC的分析看不同年级英语学习者的拼写错误[J].《广东教育学院学报》，2004(08)
[29]范烨．关于中介语对语言的研究报告[J]．《外语界》，2002(02)：19-24．
[30]高远．《对比分析与错误分析》[M]．北京：北京航空航天大学出版社,2002．
[31]郭纯洁,刘芳．外语写作中母语影响的动态研究[J]．《现代外语》，1997(04)：104-105．
[32]郝兴跃．论二语习得中的错误分析[J]．《山东外语教学》，2003(01)：44-47．
[33]何安平．学生英语拼写错误分析[J].《外语教学与研究》，2001(03)
[34]胡壮麟，刘润清，李延福．《语言学教程》[M].北京：北京大学出版社，1993．
[35]黄蔓莉．标点符号使用中的错误分析--基于语料库的英语专业学生作文的研究
[D]．西南大学，2006．
[36]洪流．中介语错误探源[J]．《山东外语教育》，1998(04)：35-38．
[37]蒋杰．英语写作中的错误分析及实证研究[D]．南京师范大学，2010．
[38]李中．Corder的错误分析理论与大学英语教学[J]．《各界（科技与教育）》，2008(04)．
[39]刘丽军．错误与错误分析一中国英语学习者常见错误探究[D]．内蒙古大学，2004．
[40]刘纪云．英语教学中学生文化错误分析[J]．《外语研究》，2003(05)：68-69．
[41]罗晓杰，孙琳．偏误理论与二语习得[J]．《外语学刊》，2003(02)：103-105
[42]马丁·韦德、刘润清．《外语教学与学习一理论与实践》[M]．北京：高等教育出版社，1995．
[43]马书彦、赵建芬．对高中英语写作教学的反思[J]．《教学与管理》，2007(09)：105-106．
[44]聂晓兰．汉语负迁移对英语书面表达的影响[J].《中小学英语教学与研究》，2003(05)：23-25．
[45]庞雨燕．高中学生常见英语作文错误分析及其启示[D]．浙江师范大学，2009．
[46]时红.大学英语教学之学生写作错误分析[J].《外语论坛》,2009(11)
[47]束定芳，庄智象．《现代外语教学》[M]．上海：上海外语教育出版社，1996．
[48]汪兴权．对外教学中的错误的分析与纠正[J]．《四川师范学院学报》，1998(07).
[49]王洗薇．高职学生商务英语写作中介语错误分析及对策[J]．《时代教育》，2011(11)：91-92．
[50]王振环．学习策略在中介语错误分析中的应用[D]．西北大学，2007．
[51]张会平．基于语料库的英语存在句使用规律研究[D]．北京邮电大学，2009．
[52]张培．英语专业研究生写作错误的实证分析[D]．河南大学，2009．
[53]张晓杭．系统功能语法视角下的商务合同语篇分析[D]．西南财经大学，2009．
[54]张英俊．错误分析理论在高职英语写作教学中的运用[D]．华中师范大学，2007．
[55]朱乐红．EFL教学中的错误分析与对策探讨叨[J]．《华中农业大学学报(社科版)》，2003(02)：101-106．
[56]http://www.ehow.com/about_5459472_spss-software.html．
[2] Burt, K. M.&Kispacky, C. Global and Local Mistakes [A]. New Frontiers in SecondLanguage Learning.[C] MA: Newbury House,1972.
[3] Celce-Murcia. Grammar Connection：Introductor’s Manual with Classroom PresentationTool [M]. NY: Thomason ELT Press,2007.
[4] Corder, S. P. Introducing Applied Linguistics [M]. London: Penguin Books,1967.
[5] Corder, S. P. The Significance of Learner’s Errors [C]. Second Language Learning:Contrastive Analysis, Error Analysis, and Related Aspects. Michigan: MichiganUniversity Press,1967.
[6] Corder, S. P. Error Analysis [M]. London: Oxford University Press,1974.
[7] Corder, S. P. Error Analysis and Interlanguage [M]. London: Oxford University.1981.
[8] Dulay, H. M. Burt, M.&Krashen, S. D. Language Two [M]. Oxford: Oxford UniversityPress,1982.
[9] Edge, J. Mistakes and Correction [M]. London: Longman press,1989.
[10] Ellis, Rod. Understanding Second Language Acquisition [M].上海:上海外语教学出版社,1999.
[11] Ellis, Rod. Second Language Acquisition [M].上海:上海外语教育出版社,2000.
[12] Ellis, Rod. The Study of Second Language Acquisition [M]. Oxford: Oxford UniversityPress,1994.
[13] Gass, S. M.&Selinker, L. Second Language Acquisition: An Introductory Course [M].NY: Routledge Press,1972.
[14] Habermas, J. The Public Sphere [A]. Communication and Class Struggle [C]. NY:International General Press,1979.
[15] Krashen, S. D. Second language Acquisition and Second language Learning [M].Oxford: Pergamon Press, l981.
[16] Larsen-Freeman, D.&Long, M. H. An Introduction to Second Language AcquisitionResearch [M]. Beijing: Foreign Language Teaching and Research Press,1978.
[17] Lennon, P. Error: Some Problems of Definition, Identification and Distinction [J].Applied Linguistics,1991(12):180-195
[18] Littlewood, W. T. Foreign and Second Language Learning [M]. London: CambridgeUniversity Press,1984.
[19] James, C. Errors in Language Learning and Use: Exploring error analysis [M]. London:Longman,1998.
[20] Richards, J. Errors Analysis and Second Language Strategies [J]. Language Sciences,1971(17).
[21] Richards, J. C. Error Analysis [A]. Perspectives on Second Language Acquisition [C].London：Longman,1974．
[22] Richards, J. C. Platt, J.&Platt, H. Longman Dictionary of Language Teaching&Applied Linguistics [M]. Shanghai: Foreign language Teaching and Research Press,2000.
[23] Selinker L. Interlanguage [J]. International Review of Applied Linguistics,1972(10):209-231.
[24]曹雪梅，戴卫平．英语口语错误分析及纠错策略[J]．《大学英语》，2005(00)：317-320．
[25]戴炜栋，束定芳．试论影响外语习得的若干重要因素[J]．《外国语》，1994(04)：1-10．
[26]丁往道．《英语写作手册》[M]．北京：外语教学与研究出版社，2000．
[27]邓云娟．高职学生英语中介语错误分析[D]．湖南师范大学，2005．
[28]陈霄.从对CLEC的分析看不同年级英语学习者的拼写错误[J].《广东教育学院学报》，2004(08)
[29]范烨．关于中介语对语言的研究报告[J]．《外语界》，2002(02)：19-24．
[30]高远．《对比分析与错误分析》[M]．北京：北京航空航天大学出版社,2002．
[31]郭纯洁,刘芳．外语写作中母语影响的动态研究[J]．《现代外语》，1997(04)：104-105．
[32]郝兴跃．论二语习得中的错误分析[J]．《山东外语教学》，2003(01)：44-47．
[33]何安平．学生英语拼写错误分析[J].《外语教学与研究》，2001(03)
[34]胡壮麟，刘润清，李延福．《语言学教程》[M].北京：北京大学出版社，1993．
[35]黄蔓莉．标点符号使用中的错误分析--基于语料库的英语专业学生作文的研究
[D]．西南大学，2006．
[36]洪流．中介语错误探源[J]．《山东外语教育》，1998(04)：35-38．
[37]蒋杰．英语写作中的错误分析及实证研究[D]．南京师范大学，2010．
[38]李中．Corder的错误分析理论与大学英语教学[J]．《各界（科技与教育）》，2008(04)．
[39]刘丽军．错误与错误分析一中国英语学习者常见错误探究[D]．内蒙古大学，2004．
[40]刘纪云．英语教学中学生文化错误分析[J]．《外语研究》，2003(05)：68-69．
[41]罗晓杰，孙琳．偏误理论与二语习得[J]．《外语学刊》，2003(02)：103-105
[42]马丁·韦德、刘润清．《外语教学与学习一理论与实践》[M]．北京：高等教育出版社，1995．
[43]马书彦、赵建芬．对高中英语写作教学的反思[J]．《教学与管理》，2007(09)：105-106．
[44]聂晓兰．汉语负迁移对英语书面表达的影响[J].《中小学英语教学与研究》，2003(05)：23-25．
[45]庞雨燕．高中学生常见英语作文错误分析及其启示[D]．浙江师范大学，2009．
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