An Analysis Of Errors Of Uygar College Students In English Learning

Since the reform in the 1980s, the English teaching in China has achieved rapid progress, and most Chinese students' English level has been remarkably improved. However, due to certain factors, the English teaching and learning in minority areas still lag behind other areas. Furthermore, less research has been done on minority students' English learning.This thesis, by means of Error Analysis, undertakes an empirical study on the errors made by 90 minority students in their English learning, hoping to find out the rules of these errors and provide valuable data for teachers and researchers. Furthermore, by undertaking such a study, the author also aims at supplying statistical data for textbook drafters' reference when they draft English textbooks for minority students.The thesis includes the following parts:Part One states the purpose and the significance of the thesis.Part Two reviews the development history of EA and presents some relating research in this field at home and abroad.Part Three introduces the theories employed in this study, including Corder's 5 steps for the procedure of EA, and the theory of "Language Universals", "Interlanguage" as well as "Fossilization". This part also discusses the distinction between Foreign Language and Second Language, as well as Post-structurist view of errors.Part Four concerns the procedure of the study:1. Subjects. The author chooses 90 Uygar students as the subjects;2. Data collection. With the approval of the English teachers, the author asks the subjects to do some assignments: "making sentences", "doing translation" as well as "writing".3. Identifying the errors in the subjects' assignments;4. Classifying the errors into different categories and quantifying them to show the tendencies of distribution; then accounting for why these errors are made;5. Evaluating the errors; summarizing their rules; and putting forth the author's attitude towards these errors.6. Conclusion is reached and the author states the limitation of the study at the same time. In conclusion, the author puts forward a new linguistic term-"Bilingual Interference in Interlingual Error".In the last part-Part Five, the author reflects on minority students' English teaching and learning in China and puts forth some suggestions on how to improve minority students' English.1. More investment is needed.2. Education institutes should make out suitable syllabus, draft and utilize textbooks fit for minority students.3. Teachers should give full play to minority students' language advantage in teaching: On the one hand, most minority students have learnt one more language than students of Han nationality, so they have a better understanding of language universals and have more experience of language learning when learning English; on the other hand, some minority languages have borrowed many more English words than Chinese has borrowed. When minority students learn those English words that have both similar pronunciation and meaning with the equivalents in their languages, they'll feel much easier and needn't spend much time in memorizing.4. Schools should listen to students' opinions and advice. In short, the author hopes these suggestions are useful to better English teaching and learning for minority students.