英语写作语篇衔接错误分析及其在英语教学中的启示
摘要
基于第二语言习得理论、语言学、心理语言学、英语语篇衔接及英语教学等理论，本论文利用错误分析理论探讨大学英语专业学生英语写作中的语篇衔接错误特点，并对学习者错误属性及错误原因进行分析，提出在英语写作教学实践中对错误应持有的态度、解决方法和教学意义。
本论文追溯了有关语言学者对学习者错误研究的各种不同流派和观点，介绍了各学派对学习者错误分析的研究方法和各自存在的问题，同时本文还详细归纳了各语言学派对错误的不同分类和界定。
学习者错误的产生是二语习得过程中必不可少的现象。由于语言学界曾对对比分析一度地排斥，对待学习者错误也一直持有否定态度，认为学习者不应该犯错误，有错必纠。然而学习是一个过程，学习者的中介语作为一个持续体反映出学习者中介语和目的语的差距，也就是我们说的错误。通过对错误的分析我们可以进一步了解学习者学习语言的整个过程，懂得错误如何产生和为何产生，这比单纯描写学习者错误的语言形式本身更有研究意义。学习者错误的根源纷繁复杂，有语言的因素，如对目的语语言知识的缺乏，对母语和目的语的偏见和不足；有个人的因素，如学习者个人的心理、情感、动机、认知能力、学习策略、交际策略等；还有社会环境因素，如学习环境、家庭环境、社会地位、社会政策、经济、文化等等。最后，作者通过对江西师范大学英语专业学生写作中英语语篇衔接的实证调查，得出该校学生的语篇衔接错误发生规律和特点；论文还就错误分析的结果联系中国的外语教学实际，提出在英语写作教学中的正确态度及理论和实际意义。
本论文分为六个章节：
第一章为本论文的简介，阐述错误研究的必要性和重要性并简单介绍论文的主要内容。
第二章对错误分析进行综述和回顾、介绍对错误研究的不同流派和观点、详细介绍对错误研究的不同研究理论及模式，最后归纳语言错误的定义、描述、和分类。
第三章是本论文的方法论部分，说明本论文的研究目的和研究方法。
第四章是本文的中心部分，是作者对江西师范大学外国语学院英语系学生作文进行有关英语语篇衔接的实证调查后作出的调查报告和数据分析。通过对学生写作中出现的衔接错误进行统计分析论证并结合语篇衔接理论，作者从横向角度分析此类错误的变化特点并总结错误产生的种种根源及对待错误应有的态度和评价。
第五章作者基于前文的研究结果结合中国英语教学实际，提出错误研究对英语写作教学的理论和实际意义，最后本章还指出了此实证研究存在的不足。
第六章是本篇论文的总结，再次重申错误分析研究在二语习得以及外语教学中的重要意义并再次对错误分析和错误研究提出建议和希望。
On the theories of Second Language Acquisition, Functional Linguistics, Psycholinguistics, and English Writing, this M.A. thesis intends to use the framework of Error Analysis (EA) to look into the insights of linguistic features and the properties of learner errors made in English writing, and further to implicate some new approaches to the treatment of errors and the teaching of writing in the ELT in Chinese context.
The thesis provides definitions of error and delimitations of error study. Learners can make errors in both the comprehension level and the production level of the target language. This thesis only attempts to probe the production errors, for, as Corder (1974: 125) says, 'it is very difficult to assign the cause of failures of comprehension to an inadequate knowledge of a particular syntactic feature of a misunderstood utterance'. That is why comprehension errors have received scant attention. Based on the fundamental thoughts that 'to err is human' and that errors are indispensable with the learner and attributable to learning, the thesis traces the theoretical bases of the study of learner errors, and it reviews different paradigms of or research approaches to the examination of learner errors. The study of learner errors has gone through different stages. Language researchers have adopted different paradigms to investigate learner errors. Generally speaking there are paradigms of Contrastive Analysis, Error Analysis, Interlanguage, and Transfer Analysis, viewed from different psychological and linguistic perspectives like Behaviorism and Structuralism, Cognitivism and Humanism. Then the thesis offers a general understanding of errors, with regard to the definitions, descriptions, and classifications of errors.
Secondly, the thesis makes a cross-sectional research of cohesion errors in English writing in Chinese context. Some general rules of cohesion errors are concluded and the result found in this study indicates that Chinese students generally failed in writing coherently. With the analysis of possible causes of
errors and with the theoretical understandings of error causes, the author concludes a three-tier frame oF error reasons, which are classified into individual, internal, and external sources.
Finally, relating to the teaching oF English Writing and the importance oF error Feedback, the thesis accordingly gives the implications in the ELT. The thesis holds that learner errors attribute to the success oF language learning. The study oF learners themselves and how and why they make such errors are more important and meaningful than that of the surface linguistic Forms.
Though there are still problems and opposite views oF EA, Further work and empirical studies are sure to be carried on to explore its nature, and thus to facilitate the language teaching and learning practices in China. The present thesis is consisted of xix chapters:
Chapter One is an introduction of error studies. It has two parts. Firstly, the need to study errors has been slated. The study oF errors in the process of Language acquisition is an indispensable part of linguistic research. The importance of error study has been highlighted since Lado's publication of Linguistics Across Culture in 1957. Though there have been some criticisms oF error study, more and more researchers have come to revive its importance and more and more related materials have been published. Secondly, the chapter introduces the overall organization of this thesis.
Chapter Two is a literature review of error studies. Different approaches and paradigms in the study of learner errors are provided respectively. From contrastive analysis to error analysis, and From transfer analysis to interlanguage, different theories put different emphasis on the study of errors. The chapter can also be seen as a brief historical account of error analysis, along with its heyday and criticism. Finally this chapter gives us a general understanding oF error definitions, descriptions, and classifications.
Chapter Three provides us with a methodology, offering
本论文追溯了有关语言学者对学习者错误研究的各种不同流派和观点，介绍了各学派对学习者错误分析的研究方法和各自存在的问题，同时本文还详细归纳了各语言学派对错误的不同分类和界定。
学习者错误的产生是二语习得过程中必不可少的现象。由于语言学界曾对对比分析一度地排斥，对待学习者错误也一直持有否定态度，认为学习者不应该犯错误，有错必纠。然而学习是一个过程，学习者的中介语作为一个持续体反映出学习者中介语和目的语的差距，也就是我们说的错误。通过对错误的分析我们可以进一步了解学习者学习语言的整个过程，懂得错误如何产生和为何产生，这比单纯描写学习者错误的语言形式本身更有研究意义。学习者错误的根源纷繁复杂，有语言的因素，如对目的语语言知识的缺乏，对母语和目的语的偏见和不足；有个人的因素，如学习者个人的心理、情感、动机、认知能力、学习策略、交际策略等；还有社会环境因素，如学习环境、家庭环境、社会地位、社会政策、经济、文化等等。最后，作者通过对江西师范大学英语专业学生写作中英语语篇衔接的实证调查，得出该校学生的语篇衔接错误发生规律和特点；论文还就错误分析的结果联系中国的外语教学实际，提出在英语写作教学中的正确态度及理论和实际意义。
本论文分为六个章节：
第一章为本论文的简介，阐述错误研究的必要性和重要性并简单介绍论文的主要内容。
第二章对错误分析进行综述和回顾、介绍对错误研究的不同流派和观点、详细介绍对错误研究的不同研究理论及模式，最后归纳语言错误的定义、描述、和分类。
第三章是本论文的方法论部分，说明本论文的研究目的和研究方法。
第四章是本文的中心部分，是作者对江西师范大学外国语学院英语系学生作文进行有关英语语篇衔接的实证调查后作出的调查报告和数据分析。通过对学生写作中出现的衔接错误进行统计分析论证并结合语篇衔接理论，作者从横向角度分析此类错误的变化特点并总结错误产生的种种根源及对待错误应有的态度和评价。
第五章作者基于前文的研究结果结合中国英语教学实际，提出错误研究对英语写作教学的理论和实际意义，最后本章还指出了此实证研究存在的不足。
第六章是本篇论文的总结，再次重申错误分析研究在二语习得以及外语教学中的重要意义并再次对错误分析和错误研究提出建议和希望。
On the theories of Second Language Acquisition, Functional Linguistics, Psycholinguistics, and English Writing, this M.A. thesis intends to use the framework of Error Analysis (EA) to look into the insights of linguistic features and the properties of learner errors made in English writing, and further to implicate some new approaches to the treatment of errors and the teaching of writing in the ELT in Chinese context.
The thesis provides definitions of error and delimitations of error study. Learners can make errors in both the comprehension level and the production level of the target language. This thesis only attempts to probe the production errors, for, as Corder (1974: 125) says, 'it is very difficult to assign the cause of failures of comprehension to an inadequate knowledge of a particular syntactic feature of a misunderstood utterance'. That is why comprehension errors have received scant attention. Based on the fundamental thoughts that 'to err is human' and that errors are indispensable with the learner and attributable to learning, the thesis traces the theoretical bases of the study of learner errors, and it reviews different paradigms of or research approaches to the examination of learner errors. The study of learner errors has gone through different stages. Language researchers have adopted different paradigms to investigate learner errors. Generally speaking there are paradigms of Contrastive Analysis, Error Analysis, Interlanguage, and Transfer Analysis, viewed from different psychological and linguistic perspectives like Behaviorism and Structuralism, Cognitivism and Humanism. Then the thesis offers a general understanding of errors, with regard to the definitions, descriptions, and classifications of errors.
Secondly, the thesis makes a cross-sectional research of cohesion errors in English writing in Chinese context. Some general rules of cohesion errors are concluded and the result found in this study indicates that Chinese students generally failed in writing coherently. With the analysis of possible causes of
errors and with the theoretical understandings of error causes, the author concludes a three-tier frame oF error reasons, which are classified into individual, internal, and external sources.
Finally, relating to the teaching oF English Writing and the importance oF error Feedback, the thesis accordingly gives the implications in the ELT. The thesis holds that learner errors attribute to the success oF language learning. The study oF learners themselves and how and why they make such errors are more important and meaningful than that of the surface linguistic Forms.
Though there are still problems and opposite views oF EA, Further work and empirical studies are sure to be carried on to explore its nature, and thus to facilitate the language teaching and learning practices in China. The present thesis is consisted of xix chapters:
Chapter One is an introduction of error studies. It has two parts. Firstly, the need to study errors has been slated. The study oF errors in the process of Language acquisition is an indispensable part of linguistic research. The importance of error study has been highlighted since Lado's publication of Linguistics Across Culture in 1957. Though there have been some criticisms oF error study, more and more researchers have come to revive its importance and more and more related materials have been published. Secondly, the chapter introduces the overall organization of this thesis.
Chapter Two is a literature review of error studies. Different approaches and paradigms in the study of learner errors are provided respectively. From contrastive analysis to error analysis, and From transfer analysis to interlanguage, different theories put different emphasis on the study of errors. The chapter can also be seen as a brief historical account of error analysis, along with its heyday and criticism. Finally this chapter gives us a general understanding oF error definitions, descriptions, and classifications.
Chapter Three provides us with a methodology, offering
引文
Abbot, G. 1980. 'Towards a more vigorous analysis of foreign language errors'. International Review of Applied Linguistics 2, 121-130.
Auer, Peter. 1998. 'Introduction: "Bilingual Conversation' revisited.' In: Auer, P.(ed.) Codeswitching in conversation: language, interaction and identity. London: Routledge, 1-24.
Bell, R. 1974. 'Error Analysis: a recent pseudoprocedure in applied linguistics'. ITL Review of Applied Linguistics 25-6: 35-9
Bialystok, E. 1990a. Communication Strategies. A Psychological Analysis of Second-language Use. Oxford: Basil Blackwell
Brown, H. 1987. Principles of Language Learning and Teaching (2nd Ed.). Englewood Cliffs, N. J.: Prentice Hall.
Brown & Yule, 2000, Discourse Analysis, Beijing: Foreign Language Teaching and Research Press & Cambridge University Press
Burt, M. 1975. 'Error Analysis in the adult EFL classroom'. TESOL Quarterly 9: 53-63.
Carpenter, C., and J. Hunter. 1982. 'Functional exercises: Improving overall coherence in ESL writing'. TESOL Quarterly 15. 4: 425-434.
Carroll. D. 2000, Psychology of Language (third edition) Beijing: Foreign Language Teaching and Research Press & Brooks/Cole/Thomson Learning Asia
Chaudron, C. 1987. The Role of error correction in second language teaching in Das(ed.) 1987a.
Cohen, A. D. 2000. Strategies in Learning and Using a Second Language Beijing: Foreign language Teaching and Research Press.
Connor, U. 1996. Contrastive Rhetoric. New York: Cambridge University Press.
Cook, G & Seidlhofer, B. 1999. Principles and Practice in Applied Linguistics. Shanghai: Shanghai Foreign Languages Education Press.
Corder, S. P. 1967. 'The significance of learner's errors'. International Review of Applied Linguistics 5, 161-170.
Corder, S. P. 1971. 'Idiosyncratic dialects and error analysis'. International Review of Applied
Linguistics 2, 147-160.
Corder, S. P. 1975. 'Error Analysis'. International Review of Applied Linguistics 2, 147-160.
Ellis, R. 1999. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Languages Education Press.
Ellis, R. 2000. Understanding Second Language Acquisition. Shanghai: Shanghai Foreign Languages Education Press.
Gong, 1988. Coherence in the Written English of First Year English Students at CUHK: A Preliminary Study. Journal.
Hadumod Bussmann, 2000, Routledge Dictionary. of Language and Linguistics, Foreign Language Teaching and Research Press & Routledge
Halliday, M. A. K., and Ruqaiya Hasan. 1976. Cohesion in English. English Language Series, No. 9, London: Longman.
Hymes, D. 1971. On Communicative Competence. Philadelphia: University of Pennsylvania Press.
Jack C. Richards et al. 2000, Longman Dictionary of Language Teaching &Applied Linguistics, Beijing: Foreign Language Teaching and Research Press & Addison Longman China Limited
James, C. 1998. Errors in Language Learning and Use: Exploring Error Analysis. London: Longman Inc.
Lado, R. 1957. Linguistic Across Culture. Ann Arbor, Ml: University of MichiganPress.
Leech, G. 1981. Semantics. London: Longrnan Inc.
Littlewood, W. T, 1984, Foreign and Second LanguageLearning. Cambridge: Cambridge University Press.
Littlewood, 1990. Communicative Language Teaching. Cambridge: Cambridge University Press.
Mey, J. L. 2001. Pragmatics: An Introduction. Beijing: Foreign Language Teaching and Research Press & Blackwell Publishers Ltd.
Morrish, J. 1983. Language Learners and Their Errors, London: Macmillan Press.
Nemser, W. 1971. 'Approximative systems of foreign language learners'. International Review of Applied Linguistics 9, 115-123.
Odlin, T. 1989, Language Transfer: Cross-linguistic Influence in Language Learning. Cambridge: Cambridge University Press.
Pienemann. M. 1992. 'COALA-A computational system for interlanguage analysis' Second Language Researchl, 59-92.
Richard J. C.(ed.). 1974. Error Analysis: Perspectives on Second Language Acquisition. London: Longman Inc.
Robinett & Schachter,____. Second Language Learning: Contrastive Analysis, Error Analysis, and Related Aspects. Ann Arbor: The University of Michigan Press.
Rutherford, W. 1982. 'Markedness in second language acquisition'. Language Learning Vol. 32, 108-885,
Selinker, L. 1972. 'Interlanguage'. In Richards, J. C.(ed.). 1984. Error Analysis: Perspectives on Second Language Acquisition. London: Longman Group Ltd.
Selinker, J. 1969. 'Language Transfer'. General Linguistics, 9. 2, 67-92.
Stem, H. H.& Allen, P. et al.(eds.). 1992. Issues and Options in Language Teaching. Shanghai: Shanghai Foreign Languages Education Press.
Taylor, B. 1975. 'The use of overgeneralization and transfer learning strategies by elementary and intermediate students in ESL. Language Learning Vol. 25, no, 1.
Taylor, G. 1986. 'Errors and explanations'. Applied Linguistics 7, 14-166.
Theo Van Els et al. 1984. Applied Linguistics and the learning and Teaching of Foreign Language. London: Edward Arnold.
Thomas, J. 1983. 'Cross-cultural discourse as unequal encounter'. Applied Linguistics2. 91-112.
Thompson, G. 2000. Introducing Functional Grammar Beijing: Beijing: Foreign Language Teaching and Research Press & Edward Arnold(Publishers) Limited.
Thomborrow & Wareing 2000, Patterns in Language. Stylistics for Students of Language and Literature Beijing: Foreign Language Teaching and Research Press & Routledge Press
Wright &Hope, 2000, Stylistics: A Practical Coursebook Beijing: Foreign Language Teaching and Research Press & Routledge
Wardhaugh, R. 1970. 'The contrastive analysis hypothesis'. TESOL Quarterly Vol. 4. 123-30. Reprinted in Schumann and Stenson, 1975.
Woods, A. Fletcher, P. and Hughes, A. 2000. Statistics in Language Studies. Beijing: Foreign Language Teaching and Research Press.
陈新仁 2002“话语联系语与英语议论文写作：调查分析”《外语教学与研究》2002
年第5期
戴炜栋 束定芳 1994“对比分析、错误分析和中介语研究的若干问题”。《外国语》第五期，1-5页。
段波 2002《错误分析在外语教学中的启示》(硕士论文)
高远 2002《对比分析与错误分析》北京：北京航空航天大学出版社
桂诗春 2000《新编心理语言学》上海：上海外语教育出版社
桂诗春 1988《应用语言学》。长沙：湖南敦育出版社。
韩宝成 2000《外语教学科研中的统计方法》北京：外语教学与研究出版社
何善芬 2002《英汉语言对比研究》上海：上海外语教育出版社
胡壮麟 1994《语篇的衔接与连贯》上海：上海外语教育出版社
胡壮麟1998《语言学敦程》北京：北京大学出版社
唐建军 1998《中国学生英语错误分析》(硕士论文)西南大学外语系
陶嘉炜 1998《写作与文化》上海：上海外语教育出版社
王文宇 2000《母语思维与写作》(博士论文)南京大学外语系
王荫秀 2002《外语教学中错误分析的多维模式》(硕十论文)西南大学外语系
王佐良 丁往道2000《英语文体引论》北京：外语教学与研究出版社
许余龙 2000《对比语言学》上海：上海外语教育出版社
俞可音等 2002“运用错误分析理论探讨大学英语与作错误归因”《天津外国语学报》2002年第3期
张敏强 2002《教育与心理统计学》北京：人民教育出版社
朱永生 郑立信 苗新伟 2001《英汉语篇衔接手段对比研究》上海：上海外语敦育出版社
左年念 2002“外语作文评阅与学生写作能力提高之间的关系”《外语教学与研究》2002年第5期
Auer, Peter. 1998. 'Introduction: "Bilingual Conversation' revisited.' In: Auer, P.(ed.) Codeswitching in conversation: language, interaction and identity. London: Routledge, 1-24.
Bell, R. 1974. 'Error Analysis: a recent pseudoprocedure in applied linguistics'. ITL Review of Applied Linguistics 25-6: 35-9
Bialystok, E. 1990a. Communication Strategies. A Psychological Analysis of Second-language Use. Oxford: Basil Blackwell
Brown, H. 1987. Principles of Language Learning and Teaching (2nd Ed.). Englewood Cliffs, N. J.: Prentice Hall.
Brown & Yule, 2000, Discourse Analysis, Beijing: Foreign Language Teaching and Research Press & Cambridge University Press
Burt, M. 1975. 'Error Analysis in the adult EFL classroom'. TESOL Quarterly 9: 53-63.
Carpenter, C., and J. Hunter. 1982. 'Functional exercises: Improving overall coherence in ESL writing'. TESOL Quarterly 15. 4: 425-434.
Carroll. D. 2000, Psychology of Language (third edition) Beijing: Foreign Language Teaching and Research Press & Brooks/Cole/Thomson Learning Asia
Chaudron, C. 1987. The Role of error correction in second language teaching in Das(ed.) 1987a.
Cohen, A. D. 2000. Strategies in Learning and Using a Second Language Beijing: Foreign language Teaching and Research Press.
Connor, U. 1996. Contrastive Rhetoric. New York: Cambridge University Press.
Cook, G & Seidlhofer, B. 1999. Principles and Practice in Applied Linguistics. Shanghai: Shanghai Foreign Languages Education Press.
Corder, S. P. 1967. 'The significance of learner's errors'. International Review of Applied Linguistics 5, 161-170.
Corder, S. P. 1971. 'Idiosyncratic dialects and error analysis'. International Review of Applied
Linguistics 2, 147-160.
Corder, S. P. 1975. 'Error Analysis'. International Review of Applied Linguistics 2, 147-160.
Ellis, R. 1999. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Languages Education Press.
Ellis, R. 2000. Understanding Second Language Acquisition. Shanghai: Shanghai Foreign Languages Education Press.
Gong, 1988. Coherence in the Written English of First Year English Students at CUHK: A Preliminary Study. Journal.
Hadumod Bussmann, 2000, Routledge Dictionary. of Language and Linguistics, Foreign Language Teaching and Research Press & Routledge
Halliday, M. A. K., and Ruqaiya Hasan. 1976. Cohesion in English. English Language Series, No. 9, London: Longman.
Hymes, D. 1971. On Communicative Competence. Philadelphia: University of Pennsylvania Press.
Jack C. Richards et al. 2000, Longman Dictionary of Language Teaching &Applied Linguistics, Beijing: Foreign Language Teaching and Research Press & Addison Longman China Limited
James, C. 1998. Errors in Language Learning and Use: Exploring Error Analysis. London: Longman Inc.
Lado, R. 1957. Linguistic Across Culture. Ann Arbor, Ml: University of MichiganPress.
Leech, G. 1981. Semantics. London: Longrnan Inc.
Littlewood, W. T, 1984, Foreign and Second LanguageLearning. Cambridge: Cambridge University Press.
Littlewood, 1990. Communicative Language Teaching. Cambridge: Cambridge University Press.
Mey, J. L. 2001. Pragmatics: An Introduction. Beijing: Foreign Language Teaching and Research Press & Blackwell Publishers Ltd.
Morrish, J. 1983. Language Learners and Their Errors, London: Macmillan Press.
Nemser, W. 1971. 'Approximative systems of foreign language learners'. International Review of Applied Linguistics 9, 115-123.
Odlin, T. 1989, Language Transfer: Cross-linguistic Influence in Language Learning. Cambridge: Cambridge University Press.
Pienemann. M. 1992. 'COALA-A computational system for interlanguage analysis' Second Language Researchl, 59-92.
Richard J. C.(ed.). 1974. Error Analysis: Perspectives on Second Language Acquisition. London: Longman Inc.
Robinett & Schachter,____. Second Language Learning: Contrastive Analysis, Error Analysis, and Related Aspects. Ann Arbor: The University of Michigan Press.
Rutherford, W. 1982. 'Markedness in second language acquisition'. Language Learning Vol. 32, 108-885,
Selinker, L. 1972. 'Interlanguage'. In Richards, J. C.(ed.). 1984. Error Analysis: Perspectives on Second Language Acquisition. London: Longman Group Ltd.
Selinker, J. 1969. 'Language Transfer'. General Linguistics, 9. 2, 67-92.
Stem, H. H.& Allen, P. et al.(eds.). 1992. Issues and Options in Language Teaching. Shanghai: Shanghai Foreign Languages Education Press.
Taylor, B. 1975. 'The use of overgeneralization and transfer learning strategies by elementary and intermediate students in ESL. Language Learning Vol. 25, no, 1.
Taylor, G. 1986. 'Errors and explanations'. Applied Linguistics 7, 14-166.
Theo Van Els et al. 1984. Applied Linguistics and the learning and Teaching of Foreign Language. London: Edward Arnold.
Thomas, J. 1983. 'Cross-cultural discourse as unequal encounter'. Applied Linguistics2. 91-112.
Thompson, G. 2000. Introducing Functional Grammar Beijing: Beijing: Foreign Language Teaching and Research Press & Edward Arnold(Publishers) Limited.
Thomborrow & Wareing 2000, Patterns in Language. Stylistics for Students of Language and Literature Beijing: Foreign Language Teaching and Research Press & Routledge Press
Wright &Hope, 2000, Stylistics: A Practical Coursebook Beijing: Foreign Language Teaching and Research Press & Routledge
Wardhaugh, R. 1970. 'The contrastive analysis hypothesis'. TESOL Quarterly Vol. 4. 123-30. Reprinted in Schumann and Stenson, 1975.
Woods, A. Fletcher, P. and Hughes, A. 2000. Statistics in Language Studies. Beijing: Foreign Language Teaching and Research Press.
陈新仁 2002“话语联系语与英语议论文写作：调查分析”《外语教学与研究》2002
年第5期
戴炜栋 束定芳 1994“对比分析、错误分析和中介语研究的若干问题”。《外国语》第五期，1-5页。
段波 2002《错误分析在外语教学中的启示》(硕士论文)
高远 2002《对比分析与错误分析》北京：北京航空航天大学出版社
桂诗春 2000《新编心理语言学》上海：上海外语教育出版社
桂诗春 1988《应用语言学》。长沙：湖南敦育出版社。
韩宝成 2000《外语教学科研中的统计方法》北京：外语教学与研究出版社
何善芬 2002《英汉语言对比研究》上海：上海外语教育出版社
胡壮麟 1994《语篇的衔接与连贯》上海：上海外语教育出版社
胡壮麟1998《语言学敦程》北京：北京大学出版社
唐建军 1998《中国学生英语错误分析》(硕士论文)西南大学外语系
陶嘉炜 1998《写作与文化》上海：上海外语教育出版社
王文宇 2000《母语思维与写作》(博士论文)南京大学外语系
王荫秀 2002《外语教学中错误分析的多维模式》(硕十论文)西南大学外语系
王佐良 丁往道2000《英语文体引论》北京：外语教学与研究出版社
许余龙 2000《对比语言学》上海：上海外语教育出版社
俞可音等 2002“运用错误分析理论探讨大学英语与作错误归因”《天津外国语学报》2002年第3期
张敏强 2002《教育与心理统计学》北京：人民教育出版社
朱永生 郑立信 苗新伟 2001《英汉语篇衔接手段对比研究》上海：上海外语敦育出版社
左年念 2002“外语作文评阅与学生写作能力提高之间的关系”《外语教学与研究》2002年第5期