Language Error Analysis Of College Spoken English Test And Its Implications To Spoken English Teaching

With the development of globalization, English which serves as an important tool of communication has been attached more importance to. Although Chinese university students'have learned English for many years, their spoken English proficiency is not satisfactory. They cannot communicate with native speakers fluently. The aim of English teaching is to cultivate students'linguistic communicative competence and written expression skills. However,students of non-English majors can't do well in spoken communication.EA as an important branch of applied linguistics is mainly used to analyze the learners'errors and it plays an important part in second language learning and foreign language teaching. It can not only help language teachers know about learners'second or foreign language proficiency but also help them learn about students'learning strategies. Moreover, making further research about students'spoken English errors can also help teachers know about the students'common characteristics in the course of English learning, which can play an important role in the improvement of teachers'teaching methods and students'learning skills.Although there are some previous researches towards learners'errors at home and abroad, there are less quantitative researches to learners'spoken errors. The thesis under the guidance of CA, EA and Interlanguage (IL) takes 70 students'spoken English exam recording as sample. The students at different levels are chosen from Chemistry Department and Literature Department respectively. According to the five steps of error analysis, the author classifies students'spoken errors and finds out the main possible causes of the errors. After the thorough research, the author finds there are mainly five categories: substance errors, lexical errors, grammatical errors, cohesive errors and pragmatic failure. With the help of the software Excel, the author counts out the quantities and proportions of different types of errors and finds out lexical errors and grammatical errors take high proportion. By further study, the author finds the main possible causes of learners'errors are interlingual transfer, intralingual transfer, communicative strategies, induced errors, and the negative influence of testing. Among them, the main causes are interlingual transfer and intralingual transfer.With the thorough study of students'spoken error categories and the error causes in the SET, some implications are got to the current spoken English teaching. Hopefully, it can do some favor for college English teachers to make some remedial suggestions in English teaching. What's more, it can give the non-English major students some helpful suggestions for the further English study, especially the spoken English.