错误分析理论在大学英语口语教学中的应用
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摘要
在第二语言习得过程中,所有的学习者都会犯错误,这是学习过程中不可避免的一部分。错误分析是用来研究和探析语言学习者在学习语言的过程中所犯错误的一种分析手段。它通过剖析第二语言习得过程的规律使得语言的教授与学习更加有效。本文以错误分析为理论基础,对非英语专业大学生在英语口语表达中出现的错误进行了实证性的研究,旨在发现各种类型的纠错策略的可接受性和有效性,进而为大学英语口语教学提供有价值的信息。
对于英语为第二语言学习者的写作错误分析已经有很多的研究,但对非英语专业大学生口语表达中的错误分析研究在国内尚属少见,而且站在学生和教师两个角度,对纠错策略的可接受性和有效性的研究就更不多见。
本文以山东理工大学一年级的学生口语课堂活动为语料,对他们口语活动中出现的语言错误和相应的纠错策略进行了认定,归类和量化,同时结合问卷和访谈对学生的口语错误和教师的纠错策略进行分析。结果表明:(1)教师对学生的口语纠错是有必要的,教师不能对学生的错误置之不理,放任发展。(2)同时,教师的纠错策略要考虑到学生的态度,是有可接受性的,教师不能盲目纠正学生的口语错误。(3)教师的纠错策略的效果要以学生最终的口语水平的提高来衡量,而不是仅以学生当时的感受来决定的。(4)教师的纠错策略要兼顾可接受性和有效性,来选择适当的纠错策略。
No one can learn a foreign language without committing errors in the process of second language learning. Error analysis is an analytical tool that is used to identify linguistic errors learners make. This tool has been used to significantly change the teaching and learning of second language by making learners react to new linguistic phenomena and by providing useful insights about second language acquisition process. Based on the theory of Error Analysis, the research makes an empirical study on linguistic errors in non-English majors’oral English production.
Little research in China has been done on the analysis of oral errors made by non-English majored college students, let alone the research of acceptability and effectiveness of error correction in the perspectives of both students and teachers, and most of the research in China has focused on the analysis of written errors made by English majored college students.
This thesis deals with error correcting strategies to the different oral errors made by non-English majored sophomores in Shandong University of Technology. The students’oral errors and its corresponding correction strategies are collected to identify, categorize quantity and analyze the acceptability and effectiveness of error corrections with interview and questionnaire. The statistical analysis of the result indicates that: (1) There are necessities for teachers to correct students’oral errors. (2) Meanwhile, error corrections should be acceptable for students, which should take students’attitudes into consideration. (3) But, the effectiveness of error correction should take students’ultimate improvement in oral English as criteria, besides students’temporary feelings and attitudes. (4) Therefore, both acceptability and effectiveness should be considered in oral error correction both for students and teachers. Finally, the author put forward implications from the perspective of oral English teaching so as to better oral English teaching and learning for non-English majors and Chinese college English teachers.
对于英语为第二语言学习者的写作错误分析已经有很多的研究,但对非英语专业大学生口语表达中的错误分析研究在国内尚属少见,而且站在学生和教师两个角度,对纠错策略的可接受性和有效性的研究就更不多见。
本文以山东理工大学一年级的学生口语课堂活动为语料,对他们口语活动中出现的语言错误和相应的纠错策略进行了认定,归类和量化,同时结合问卷和访谈对学生的口语错误和教师的纠错策略进行分析。结果表明:(1)教师对学生的口语纠错是有必要的,教师不能对学生的错误置之不理,放任发展。(2)同时,教师的纠错策略要考虑到学生的态度,是有可接受性的,教师不能盲目纠正学生的口语错误。(3)教师的纠错策略的效果要以学生最终的口语水平的提高来衡量,而不是仅以学生当时的感受来决定的。(4)教师的纠错策略要兼顾可接受性和有效性,来选择适当的纠错策略。
No one can learn a foreign language without committing errors in the process of second language learning. Error analysis is an analytical tool that is used to identify linguistic errors learners make. This tool has been used to significantly change the teaching and learning of second language by making learners react to new linguistic phenomena and by providing useful insights about second language acquisition process. Based on the theory of Error Analysis, the research makes an empirical study on linguistic errors in non-English majors’oral English production.
Little research in China has been done on the analysis of oral errors made by non-English majored college students, let alone the research of acceptability and effectiveness of error correction in the perspectives of both students and teachers, and most of the research in China has focused on the analysis of written errors made by English majored college students.
This thesis deals with error correcting strategies to the different oral errors made by non-English majored sophomores in Shandong University of Technology. The students’oral errors and its corresponding correction strategies are collected to identify, categorize quantity and analyze the acceptability and effectiveness of error corrections with interview and questionnaire. The statistical analysis of the result indicates that: (1) There are necessities for teachers to correct students’oral errors. (2) Meanwhile, error corrections should be acceptable for students, which should take students’attitudes into consideration. (3) But, the effectiveness of error correction should take students’ultimate improvement in oral English as criteria, besides students’temporary feelings and attitudes. (4) Therefore, both acceptability and effectiveness should be considered in oral error correction both for students and teachers. Finally, the author put forward implications from the perspective of oral English teaching so as to better oral English teaching and learning for non-English majors and Chinese college English teachers.
引文
[1.] Allwright, Richard L. Problems in Study of the Teacher's Treatment of Learner Error. [J]. TESOL 75. 1975.
[2.] Allwright, Dick & Kathleen Bailey. Focus on the Language Classroom: An Introduction to Research for Language Teachers. Cambridge [M]. Cambridge University Press. 1991
[3.] Aljaafreh, Ali & James P. Lantolf. The Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development. Modern Language Journal. [J]. 1994: 465-483.
[4.] Bohannon Developmental et al. Useful Evidence on Negative Evidence [J]. Developmental Psychology. 1996.
[5.] Brooks, Nelson. Language and Language Learning: Theory and Practice [M]. Harcourt, Brace and World. 1996.
[6.] Brown, H. Douglas. Principles of Language Learning and Teaching [M]. Prentice Hall Regents. 1994.
[7.] Burt, Marina. Error Analysis in the Adult EFL Classroom [J]. TESOL Quarterly 1975. / 9: 53-6 3
[8.] Carroll, S & Swain. Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generations. Studies in Second Language Acquisition [M]. 1993/15: 357-386
[9.] Carl James. Errors in Language Learning and Use: Exploring Error Analysis [M]. Beijing Foreign Language Teaching and Research Press. 2001/236:104-114.
[l0.] Chastain Developing L2 Skills Theory and Practice [M]. Chicago: Rand Mcnally College Pub.Co.69. 1988.
[11.] Chaudron Second Language Classrooms: Research on Teaching and Learning [M]. Cambridge: Cambridge University Press. 1988
[12.] Davis. Qualitative Theory and Methods in Applied Linguistics Research. TESOL Quarterly [J] 1995/29.3:.427-453.
[13.] Dekeyser, Robert M. The Effect of Error Correction on L2 Grammar Knowledge and Oral Proficiency. The Modern Language Journal [J]. 1993/77:501-513.
[14.] Dornyei, Zoltan.Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal [J]. 1994/ v78: 273-284.
[15.] Doughty, Catherine. Fine Turning of Feedback by Competent Speakers to Language Learners [M]. Washington D.C., Georgetown University Press. 1994/96-108.
[16.] Ellis, Rod. Instructed Second Language Acquisition [M]. Basil Blackwell, Inc. 1990.
[17.] Ellis, Rod. The Study of Second Language Acquisition [M]. Oxford University Press. 1994
[18.] Hendrickson Error Correction in Foreign Language Teaching: Recent Theory, Research and Practice. The Modern Language Journal [J] 1979/62: 387-398.
[19.] Izumi, Shimichi & Usha Lakshmanan. Learnability, Negative Evidence and the L2 Acquisition of the English Passive. Second Language Research [M] 1998/14, 1: 62-101.
[20.] Krashen. The Natural Approach [J]. Pergamon Press and Alemany Press. 1982
[21]. Kubota. The Role of Negative Feedback on the Acquisition of the English Dative Alternation by Japanese College Students on EFL. Institute for Research in Language Teaching Bulletin [M]. 1994/v8:1-36.
[22.] Kubota. Corrective Feedback by Experienced Japanese EFL Teachers. Institute for Research in Language Teaching Bulletin [M]. 1991/v5: 1-25.
[23.] Lalleman. The State of the Art in Second Language Acquisition Research. Investigating Second Language Acquisition [M]. Berlin, Mouton de Gruyter.1996 /3-69.
[24.] Lee, Nancy. Notion of Error and Corrective Treatment. Hong Kong Papers in Linguistics [M]. Appropriate &Language Teaching, 1990/ v14:55-70
[25.] Lyster & Ranta. Correct Feedback and Learner Uptake: Negotiation of Form in Communicative Classroom. 1997/19: 37-66.
[26.] Lin, John Hedgcock. Negative Feedback Incorporation among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish. Language Learning [M] 1996 /v46: 567-611.
[27.] Mings, Robert C. Changing Perspectives on the Utility of Error Correction in Second Language Acquisition [M]. Foreign Language Annals, 1993/2: 171-179.
[28.] Mitchell, Rosamond & Florence Myles. Second Language Learning Theories [J]. The Hodder Headline Group. 1998
[29.] Pica, Teresa. Second Language Learning through Interaction: Multiple Perspectives. In V. Regan (Ed.) Contemporary Approaches to Second Language Acquisition in Social Context [J]. U.College Dublin Press. 1998
[30.] Schulz, Renate A. Focus on Form in the Foreign Language Classroom: Students' and Teachers’ View on Error Correction and the Role of Grammar. Foreign Language Annals, 1996/v29: 343-364.
[31.] Sparadley, James P. Participant Observation [J]. By Holt Rinebart and Winstion, Inc. 1981
[32.] Spada, Development Nina & Patsy M. Lightbown. Instruction and the of Questions in L2 Classrooms. Studies in Second Language Acquisition [M]. 1993/v15: 205-224.
[33.] Schachter, J. A Universal Input Condition [J]. In Rutherford, W.E. (Ed.). 1984/167-183.
[34.] Spada, Nina & Maria Frohlich. COLT. Communicative Orientation of Language Teaching Observation Scheme: Coding Conventions and Applications [J]. Sydney, Australia: National Center for English Language Teaching and Research. 1995
[35.] Schmidt, Richard W. The Role of Consciousness in Second Language Learning. Applied Linguistics [M]. 1990/V11:129-158.
[36.] Yoneyama, A The Treatment of Learners' Errors by Novice EFL Teachers. Bulletin of the College of Education [M]. Human and Social Sciences. 1982/23:85-94.
[37.] Young, Dolly J. An Investigation of Students' Perspectives on Anxiety and Speaking [M]. Foreign Language Annals, 1990/v23:536-553.
[38.] 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.
[39.] Corder,应用语言学导论[J],上海:上海外语教育出版社,1983.
[40.]晏小琴,错误分析与外语教学[M]. 江西教育学院学报(社会科学),1999, 20: 38-40.
[41.]张海涛,错误分析与外语教学[M]. 山西大学学报(哲学社会科学版)1996, 4: 92-94
[42.]许军,错误分析理论与外语弥补教学[M]. 辽宁教育学院学报,2003,3: 63-64
[43.]林小俊,错误分析与外语教学[M].湖南经济管理干部学院学报 2002,13, 2:107-108
[44.]张国扬,朱亚夫,错误分析及其对外语教学实践的启迪——外语教育语言学研究之三[M].广州师院学报(社科版),1996,3:75-76
[45.]鲍勤,错误分析理论对外语教学的启示[M].云南教育学院学报 1999, 15: 61-65.
[46.]李建仓,第二语言习得错误分析与英语教学[M]. 安阳大学学报,20031: 102-105.
[47.] 陈波,英语语音典型错误分析及有效校正办法,培训与研究[M]. 湖北教育学院学报,2001, 18, 4: 33-34.
[48.]洪牡丹,口语错误分析和英语口语教学[M]. 池州师专学报,2004,18, 1:114-116.
[49.]陈金中,英语口语错误分析与纠错策略[M]. 哈尔滨学院学报,2004,25 10:104-107.
[50.]章联,英语口语中的错误分析[M]. 安徽教育学院学报,2002,20, 2: 70-72.
[51.]孙秀丽,错误分析理论与外语教学[M]. 石油大学学报(社会科学版),1999,85-87.
[2.] Allwright, Dick & Kathleen Bailey. Focus on the Language Classroom: An Introduction to Research for Language Teachers. Cambridge [M]. Cambridge University Press. 1991
[3.] Aljaafreh, Ali & James P. Lantolf. The Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development. Modern Language Journal. [J]. 1994: 465-483.
[4.] Bohannon Developmental et al. Useful Evidence on Negative Evidence [J]. Developmental Psychology. 1996.
[5.] Brooks, Nelson. Language and Language Learning: Theory and Practice [M]. Harcourt, Brace and World. 1996.
[6.] Brown, H. Douglas. Principles of Language Learning and Teaching [M]. Prentice Hall Regents. 1994.
[7.] Burt, Marina. Error Analysis in the Adult EFL Classroom [J]. TESOL Quarterly 1975. / 9: 53-6 3
[8.] Carroll, S & Swain. Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generations. Studies in Second Language Acquisition [M]. 1993/15: 357-386
[9.] Carl James. Errors in Language Learning and Use: Exploring Error Analysis [M]. Beijing Foreign Language Teaching and Research Press. 2001/236:104-114.
[l0.] Chastain Developing L2 Skills Theory and Practice [M]. Chicago: Rand Mcnally College Pub.Co.69. 1988.
[11.] Chaudron Second Language Classrooms: Research on Teaching and Learning [M]. Cambridge: Cambridge University Press. 1988
[12.] Davis. Qualitative Theory and Methods in Applied Linguistics Research. TESOL Quarterly [J] 1995/29.3:.427-453.
[13.] Dekeyser, Robert M. The Effect of Error Correction on L2 Grammar Knowledge and Oral Proficiency. The Modern Language Journal [J]. 1993/77:501-513.
[14.] Dornyei, Zoltan.Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal [J]. 1994/ v78: 273-284.
[15.] Doughty, Catherine. Fine Turning of Feedback by Competent Speakers to Language Learners [M]. Washington D.C., Georgetown University Press. 1994/96-108.
[16.] Ellis, Rod. Instructed Second Language Acquisition [M]. Basil Blackwell, Inc. 1990.
[17.] Ellis, Rod. The Study of Second Language Acquisition [M]. Oxford University Press. 1994
[18.] Hendrickson Error Correction in Foreign Language Teaching: Recent Theory, Research and Practice. The Modern Language Journal [J] 1979/62: 387-398.
[19.] Izumi, Shimichi & Usha Lakshmanan. Learnability, Negative Evidence and the L2 Acquisition of the English Passive. Second Language Research [M] 1998/14, 1: 62-101.
[20.] Krashen. The Natural Approach [J]. Pergamon Press and Alemany Press. 1982
[21]. Kubota. The Role of Negative Feedback on the Acquisition of the English Dative Alternation by Japanese College Students on EFL. Institute for Research in Language Teaching Bulletin [M]. 1994/v8:1-36.
[22.] Kubota. Corrective Feedback by Experienced Japanese EFL Teachers. Institute for Research in Language Teaching Bulletin [M]. 1991/v5: 1-25.
[23.] Lalleman. The State of the Art in Second Language Acquisition Research. Investigating Second Language Acquisition [M]. Berlin, Mouton de Gruyter.1996 /3-69.
[24.] Lee, Nancy. Notion of Error and Corrective Treatment. Hong Kong Papers in Linguistics [M]. Appropriate &Language Teaching, 1990/ v14:55-70
[25.] Lyster & Ranta. Correct Feedback and Learner Uptake: Negotiation of Form in Communicative Classroom. 1997/19: 37-66.
[26.] Lin, John Hedgcock. Negative Feedback Incorporation among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish. Language Learning [M] 1996 /v46: 567-611.
[27.] Mings, Robert C. Changing Perspectives on the Utility of Error Correction in Second Language Acquisition [M]. Foreign Language Annals, 1993/2: 171-179.
[28.] Mitchell, Rosamond & Florence Myles. Second Language Learning Theories [J]. The Hodder Headline Group. 1998
[29.] Pica, Teresa. Second Language Learning through Interaction: Multiple Perspectives. In V. Regan (Ed.) Contemporary Approaches to Second Language Acquisition in Social Context [J]. U.College Dublin Press. 1998
[30.] Schulz, Renate A. Focus on Form in the Foreign Language Classroom: Students' and Teachers’ View on Error Correction and the Role of Grammar. Foreign Language Annals, 1996/v29: 343-364.
[31.] Sparadley, James P. Participant Observation [J]. By Holt Rinebart and Winstion, Inc. 1981
[32.] Spada, Development Nina & Patsy M. Lightbown. Instruction and the of Questions in L2 Classrooms. Studies in Second Language Acquisition [M]. 1993/v15: 205-224.
[33.] Schachter, J. A Universal Input Condition [J]. In Rutherford, W.E. (Ed.). 1984/167-183.
[34.] Spada, Nina & Maria Frohlich. COLT. Communicative Orientation of Language Teaching Observation Scheme: Coding Conventions and Applications [J]. Sydney, Australia: National Center for English Language Teaching and Research. 1995
[35.] Schmidt, Richard W. The Role of Consciousness in Second Language Learning. Applied Linguistics [M]. 1990/V11:129-158.
[36.] Yoneyama, A The Treatment of Learners' Errors by Novice EFL Teachers. Bulletin of the College of Education [M]. Human and Social Sciences. 1982/23:85-94.
[37.] Young, Dolly J. An Investigation of Students' Perspectives on Anxiety and Speaking [M]. Foreign Language Annals, 1990/v23:536-553.
[38.] 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.
[39.] Corder,应用语言学导论[J],上海:上海外语教育出版社,1983.
[40.]晏小琴,错误分析与外语教学[M]. 江西教育学院学报(社会科学),1999, 20: 38-40.
[41.]张海涛,错误分析与外语教学[M]. 山西大学学报(哲学社会科学版)1996, 4: 92-94
[42.]许军,错误分析理论与外语弥补教学[M]. 辽宁教育学院学报,2003,3: 63-64
[43.]林小俊,错误分析与外语教学[M].湖南经济管理干部学院学报 2002,13, 2:107-108
[44.]张国扬,朱亚夫,错误分析及其对外语教学实践的启迪——外语教育语言学研究之三[M].广州师院学报(社科版),1996,3:75-76
[45.]鲍勤,错误分析理论对外语教学的启示[M].云南教育学院学报 1999, 15: 61-65.
[46.]李建仓,第二语言习得错误分析与英语教学[M]. 安阳大学学报,20031: 102-105.
[47.] 陈波,英语语音典型错误分析及有效校正办法,培训与研究[M]. 湖北教育学院学报,2001, 18, 4: 33-34.
[48.]洪牡丹,口语错误分析和英语口语教学[M]. 池州师专学报,2004,18, 1:114-116.
[49.]陈金中,英语口语错误分析与纠错策略[M]. 哈尔滨学院学报,2004,25 10:104-107.
[50.]章联,英语口语中的错误分析[M]. 安徽教育学院学报,2002,20, 2: 70-72.
[51.]孙秀丽,错误分析理论与外语教学[M]. 石油大学学报(社会科学版),1999,85-87.