A Study Of CET 4 Composition Errors In Terms Of Error Analysis Theory

Language learning is a slow and arduous process in which learners will inevitably make errors. Language learning was regarded as habit formation and learners'errors were treated as unwanted forms and avoided at all cost. However, by the end of 1960s, with the focus of applied linguistics shifted from the language teacher to the language learner, the errors committed began to have a high research value. The teacher, based on the systematic analysis of students'errors, will get some ideas of how far towards the goal they have progressed and, consequently, what remains for them to learn. It is by error analysis and error correction, learners gradually establish a closer and closer language system of the target language. The very fact that learners'error can be identified, classified, and analyzed will reveal the development of built-in system operation with learners. This kind of research is called Error Analysis, which is closely concerned with language teaching and learning. As is well known, writing ability is rather weak of five language skills: listening, speaking, reading, writing and translation. This research focuses on linguistic classification of common errors committed in the compositions by the students in College English Test for Band Four. And then the diagnosis-based explanation of error sources is offered. Besides, some pedagogical implication in teaching writing is discussed. Finally, based on the questionnaire survey, students'attitude towards and preference for error treatment are explored. It is hoped that this study will offer some valuable insight into college English teaching and learning in Chinese environment.