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文学英语论文范文
Chapter One Introduction
1.1 Research
Background
Considering
present writing situation and teaching
conditions, the author begins with
herresearch depending
on the practical
investigations of writing as in the
followings:On the one hand, the first
point is how much
attention of the
students’ and teachers’ is paidto writing.
On the English class, students learn
new words, natural
expressions, various
syntaxesand then how to use them, but
actually they get lack of enough
practices of what they
havelearned, and
the feedbacks from their teachers. In
general, a lot of work needs to be
donebetween the
students and their
teachers. Indeed, practical writing ability
is an important part ofEnglish
comprehensive ability for
vocational
college students. For no particular reason in
theworld, English writing needs to be
focused and paid
much attention.
However, the concentrationis far from what
it ought to deserve from the present
the other
hand, the language they have
formed in their mind is
different from
theirmother language, and also not the same
with their target language, English. In
Selinker’s opinion,he
calls this
language “Interlanugage (IL)”. In his book,
Interlanguage, he gives it a definition
as“Interlangua
ge
refers to
the separateness of a second language learners’
system, a system that hasa structurally
intermediate statue
between the native
and target languages” (Selinker, 1972).
1.2 The Purpose and Significance of the
Study
Students, who are in
the process of learning a
second-
language, always feel hard
andconfused in a particular
period of
psychology of learning second-language, or in
terms of ‘latentlanguage structure’
called by Lenneberg,
pointed out by
Selinker in his book er,
in his book,
acknowledges that perhaps mere 5% learners of
second-language learning,who somehow
reactivate the
latent language
structure which Lenneberg describes, can
achievenative-
speaker
‘competence’. Actually for almost
majority learners of second-language
learning,it is obviously
happening that
they will be coming into the inevitable
trouble during the‘attempted learning’
period if they
want to get real
definite native-
speaker ‘competence’.
Whatthe students need to know is some
mistakes happened
in their process of
learning are natural andinevitable, and is
how they try hard to live up with
those, and then eventually
to find ways
tohelp them the acknowledgements of
Interlanguage, students’ mistakes
happened in
theirconversations or
writings are virtually natural. Actually,
in the field of methodology, there
aretwo schools of
thought in respect of
learners’ errors. The first one school
which maintains that ifpeople were to
achieve a perfect
teaching pattern the
errors would never be committed in
the
firstplace, and then the occurrence of errors is
mere a
mark of the present inadequacy
of teachingtechniques. The
point or
philosophy of the second one is that people now
are living in animperfect world and
consequently errors will
often occur in
spite of people best efforts.
……………
Chapter Two
Literature Review
2.1The Inte language
Theory
At the beginning of
Selinker’s work, Interlanguage, which
is written from the
learningperspective, he admits that
“This paper discusses some
theore
tical preliminaries for
researchersconcerned with the
linguistic aspects of the
psychology of
second-
language learning”
(Selinker,1972).
In this statement, we
understand that the relevant data
Selinker devotes his attention to
isreferring to a certain kind
of
psychology, especially the psychology of
second-
language the learning
perspective, the relevant
behavioral
events would constitute
thepsychologically-
relevant data of
second-language learning. However, out of
the greatconglomeration of second-
language behavioral
events, one set of
these behavioral events whichhas caused
considerable interest is the regular
appearance in second-
language
performance oflinguistic phenomena, some of
which are thought to be eradicated in
the performance of
thelearner. In the
meantime, a correct understanding of
these phenomena can lead to the
postulationof certain
theoretical
constructs, which play an important role in both
in the formulation of apsycholinguistic
theory of second-
language learning and
an identification of relevant data.
2.2 Error Analysis in
Linguistics
2.2.1 The Significance of Learners’
Errors
Language
learning is a skill like most other human learning
techniques in which the mistakesor
errors constitute a major
aspect.
Research has demonstrated or the daily life
experience hasproved that children
learning their native
language do make
countless mistakes or errors
incomparison to adults. Similarly,
adults will inevitably make
mistakes in
second languagelearning. That is to say, these
mistakes or errors are inevitable in
the process of learning a