Error Analysis On Spoken English In Junior Middle School

With the development and reform of college entrance examination, the way of talents selection for further study which relies on examination-oriented education system has been quietly changed. By comparing with previous talents selection way, nowadays the way has changed a lot. The ability of English listening, reading, and writing are not enough as the standard to measure a learner’s English ability. On the contrary, in recent years, people pay more attention to language speaking ability. United Nations Educational, Scientific and Cultural Organization had pointed out that in the twenty-first century, one of the necessary abilities for people is to learn how to communicate with others appropriate. Therefore, for English learners, speaking ability has becoming more significant than other language abilities. However, making error is inevitable during one’s learning process, the error to some extent reflects learner’s deficiency and faultiness. At present, the spoken ability of middle school students is unsatisfactory, the expression by students can not convey their thoughts, the sentence is out of order or even incomprehensible. In Qinghai, the situation is severer than most places in China because Qinghai is located in northwest inland. Comparing Qinghai with eastern developed areas, educational resources in Qinghai are destitute, the education concepts and teaching methods are under-developed. In addition, there are many ethnic minorities living in Qinghai, the ethnic minorities students in their English learning process may be easily influenced by their mother tongue, it makes spoken English teaching doubly difficult.The thesis is based on error analysis theory, sixty junior middle school students in grade two were selected as experiment samples. Firstly, the teacher presents three topics, the knowledge which relate to the three topics should have connection with students’ previous knowledge and the topic can not too easy or too hard. At the same time, in order to avoid the peer influence, student’s language material should be collected one-to-one. It is worth mentioning that for sure the students’ spoken English material is produced in natural language content, the students will not be told that their spoken material will be recorded because the researcher (author) wants to eliminate students’nervous psychology as much as possible. And the author analyses the language materials sentence by sentence and marks out every error in each sentence, then divides the errors into four aspects:errors in lexicon, errors in phonetics, errors in grammar and errors in pragmatic aspect.Another further arduous job for author is to find out the reasons which cause these kinds of errors. Moreover, all the sixty students are divided into six groups according to their spoken English ability and a questionnaire is provided for the students in this research. The author tries to seek some efficacious methods or skills from the student who has excellent spoken English ability and use their effective and helpful learning means and experiences to guide teachers’teaching and students’ self-learning.