Dissertation > Excellent graduate degree dissertation topics show

Distribution of Interlanguage Errors from English Composition in ECSE and Its Implication

Author: WuXueJing
Tutor: SuiMingCai
School: Northeast Normal University
Course: Foreign Linguistics and Applied Linguistics
Keywords: interlanguage error distribution English language teaching
CLC: H319
Type: Master's thesis
Year: 2002
Downloads: 221
Quote: 1
Read: Download Dissertation

Abstract


To err is human. Errors are in every native’s productions, let alone language learners’.In China, English should be regarded as a foreign language, but not second language. Therefore, most English learners in China will always be somewhere along the interlanguage (IL) continuum, which refers to an in-between and inherently variable system between first language (Chinese) and target language (English). In the continuum of IL development, L2 learners’ errors are inevitable both in oral and written IL productions. Error analysis (EA), contrastive analysis (CA) and IL study have been closely related to errors.Literature reviews of the previous studies on IL studies in terms of CA and EA have been illustrated in the second chapter. And then, a databased analysis of IL has been made in this dissertation. All the data came from compositions in English Comprehensive Skill Examination (ECSE) for English majors in self-taught sector om JiLin province. By the use of quantitative analysis and qualitative analysis, IL errors from three perspectives - language knowledge, linguistic category and error source have been scrutinized in this dissertation. Several statistical means, percentage of errors and histogram, for example, have been utilized in this dissertation. Therefore, this dissertation is an empiricist - descriptive analysis in nature. My purposes are to find the regularity of distribution and frequency of IL errors from compositions in ECSE, to gain some insights into the English language instruction and learning by means of EA.Reported in chapter IV are the quantitative analysis of IL errors from English compositions in the perspective of language knowledge, linguistic category and error source. Various sub-categories have been divided. From the analysis, it has been clearly demonstrated that IL errors at syntactic level take the highest percentage in each perspective. Moreover, most of IL errors are fundamentally linguistic rule violation, especially, the violation of targetlanguage rules.Based on the quantitative analysis of composition data in this dissertation,my findings could be summarized as follows:a. Target language (English) interference, not mother tongue (Chinese) interference, affects L2 learners’ (self-taught students here) IL in their English compositions in ECSE. Intralingual errors take 53.2%, which takes the highest percentage in terms of error source.b. Semantically based IL errors should be regarded as the main characteristic made by L2 learners in the English composition. IL errors at each sub-category illustrated in chapter IV, have shown that there is a close relation between lexical choice and semantic meanings.c. Transitional stage should be concerned as the stage where L2 learners stay in the continuum of IL development. Some features of transitional stage have dealt with in this section. It is quite different from primary stage and intermediate stage.d. Implication for English language teaching (ELT) in China has also been summarized in this dissertation. Language knowledge and language skill, discourse teaching and suggestions for language teaching have been mentioned in this dissertation.In all, the analysis of IL errors can bring to light the general regularity of learners’ language in L2 teaching and learning, enrich second/foreign language teaching and learning theory.

Related Dissertations

  1. A Study of Cross-cultural Pragmatic Failure in Senior High School English Teaching,G633.41
  2. A Corpus-Based Study of Chinese EFL Learners’ Acquisition of Introductory Conjunctions of Causal Clause,H319
  3. Study on Error Analysis of English Writing Based on Interlanguage Theory,H319
  4. A Corpus-based Study of Chinese College Students’ "Adjective+noun" Collocation,H319
  5. Error Analysis on Degree Adverb "Hen" in Interlanguages and the Teaching Methods,H146
  6. The Status and Strategy of Conjunction Teaching in Teaching Chinese as a Foreign Language,H195
  7. Research on Teacher Autonomy in College English Language Teaching,H319.3
  8. Case Study on Interlanguage Fossilization in English Learning to Non-English Majors,H319
  9. Study on Training Students’ Intercultural Communicative Ability in College English Teaching,H319
  10. A Corpus-Based Study of Epistemic Stance Adverbials in Donghua University Students’ English Wirtings,H319
  11. A Study on EFL Learning Autonomy of Vocational College Students,H319
  12. Research on the Use of the High-Frequency Conjunctions AND BUT OR in College English Writing,H319
  13. A Study of the Application of Constructivist Theory to Oral English Teaching for Non-English Majors,H319
  14. Unplanned Questions and Their Effect on Language Learning-The Case of High School English Language Classrooms,G633.41
  15. Yi A fine man the Chinese Interlanguage Mandarin voice Comparative Analysis,H193
  16. Exploring Interlanguage of Chinese EFL,H319
  17. Teacher Talk in the Language Classroom,H09
  18. A Study of Vagueness in English Language Teaching from the Perspective of Pragmatic Functions,H319
  19. Interlanguage and Its Implications for English Language Teaching,H319
  20. An Analysis of English Writing Errors Committed by Students in Senior Middle School,G633.41

CLC: > Language, writing > FOREIGN > English > Language teaching
© 2012 www.DissertationTopic.Net  Mobile