| The research on errors has been more discussed in the field of second language learning. The awareness that the foreign language learners' errors is still a current focus on modern language teaching.To help teachers find out deep sources of errors, help students improve their grammatical accuracy in writing, the thesis focuses on the errors committed by students in auxiliary verbs from one class in Lanzhou No 27 Middle School. It aims to reflect some general characteristics of foreign language learning by analyzing errors in auxiliary verbs. It provides a qualitative error analysis. Based on the identification, account and analysis of the errors in auxiliary verbs within the theory of error analysis, interlanguage, we have concluded that the errors made by the students are attributed to intra-lingual errors. We also have summarized some sources of the errors.From the data collected and analyzed, we agree that all learners make errors. It is a necessary part of the learning process.. Error analysis is helpful for teachers to change their attitudes towards the learners' errors and understand the strategies that learners employ in learning.The thesis consists of seven chapters.The first chapter elaborates the aim and significance of the research.The second chapter is literature review on second language acquisition, contrastive errors, interlanguage and error analysis.The third chapter is the theory of intra-lingual errors. Four types of errors are identified in this chapter.. They are overgeneralization, ignorance of rule restriction, incomplete application of rules and false concepts hypothesized.The forth chapter includes hypothesis, subjects, materials, collect data, identify errors, account errors and analyze errors.The fifth chapter involves conclusions drawn by the author and some suggestions for classroom teaching are also put forward in this chapter.The sixth chapter points out implications for foreign language teaching and limitations.
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