IL Error Analysis And Research Based On English Writing

The output of second or foreign language learners is known as interlanguage (IL). Language learners are always somewhere along the interlanguage continuum, which refers to an in-between and inherently variable system between native language and target language. With the mount of study, IL gradually reaches target language. However, because of the difference between native language and target language, errors are inevitable. Therefore, the process of foreign language learning is a process of creating IL, developing IL and inherently correcting errors. Error analysis, which is based on IL theory, requires language teachers to analyze learners' IL errors and regard errors as the guide on the road to target language.Literature reviews of the previous studies on IL and EA have been illustrated in the second chapter. And then a data-based analysis of IL has been made in this thesis. All the data came from compositions written by first-year students of Dalian Maritime University (DLMU) in their English writing test. By the use of qualitative analysis and quantitative analysis, IL errors from the perspective of language knowledge, linguistic category, and error source have been scrutinized. The purpose is to find the regularity of distribution and frequency of IL errors from compositions by first-year students of DLMU to gain some insights into the English language teaching. Therefore help language teachers adopt appropriate teaching method to promote college students' English learning.Based on the quantitative analysis of composition in this thesis, the findings could be summarized as follows:a.Syntactically-based language learning is still the center of English language teaching in China.b.Semantically-based IL errors should be regarded as the main characteristic made by L2 learners involved in this study. IL errors at each subcategory have shown that there is a close relation between lexical choice and semantic meaning.c.Target language (English) interference shouldn't be neglected in EFL teaching.d.Transitional stage should be concerned as the stage where first-year students stay in the continuum of IL development.Implications for English language teaching in China have also been summarized in this thesis.