Exploring L2 Errors In Chinese EFL Learners' GtE And BtE Writings

This thesis reports on a study designed to explore the development of Chinese EFL learners' interlanguage by examining the errors made by fourth-year English major students at GDUFS make in GtE writings and BtE writings.The data were analyzed from quantitative and qualitative perspectives. Data analyses revealed the following main findings: (1) GtE and BtE writings share the same hierarchical order of error frequency in the three categories of syntax, vocabulary and grammar. That is, syntax tops the hierarchy. Vocabulary follows, and the proportion of grammar errors ranks the third in terms of error frequency (2) In both GtE writings and BtE writings, there are seven types of errors with a ratio of no lower than 5%, among which GtE writings and BtE writings share 6 common types. However, these 6 types of errors take different frequency orders in the two types of writings. (3) In both GtE writings and BtE writings, there exist interlingual errors and intralingual errors. And it is intralingual errors that take a majority proportion. (4) Though the subjects of the present study are advanced Chinese EFL learners, there exists the phenomenon of fossilization. (5) Most of the errors in the data of the present study are local errors, which do little harm to communication. But some global errors which hamper communication do exist.The present study also investigates the factors behind the commitment of errors in Chinese EFL learners' interlanguage. The factors include LI-dependent factors, L2-related factors, cognitive factors and factors related to teaching strategies. The implications of the findings for EFL teaching in China are also discussed in the study.