An Analytical Study Of Attributive Clause Errors Made By Eleventh-year Students

Error Analysis, as a branch of the applied linguistics, has become an important component of second language learning and study. Its most significant contribution lies in its success in improving the status of learners'errors which are not regarded as 'defective linguistic forms" any longer. In the process of second language acquisition, it is unavoidable for learners to commit errors and the study of learners' errors has gradually attracted great attention of English teachers. This thesis, with the theories of error analysis, contrastive analysis, language transfer and interlanguage and so on as its theoretical guidance, is aimed to bring great value to attributive clause learning by the survey and analysis of errors of some eleventh-year students in three senior middle schools in Tongchuan city.Based on the problems of eleventh-year students in the process of learning attributive clause, the author designed a question paper concerning attributive clause carefully and collected 150 papers, among which 115 papers are valid. Through the analysis of the valid papers, the author figured out and summarized the source of errors and also put forward to some reasonable suggestions in view of English teaching.The study of attributive clause is meaningful. In theory, this thesis gave a general introduction of attributive clause, which can enable teachers to have a comprehensive understanding of it. For teachers, having a clear distinction between Chinese and English attributive clauses can help learners master the usage of attributive clause. In practice, finding the source of errors through the problems of grade two students in use of attributive clause can make students learn the reason why they made errors here and there and also give some guidance for teachers'efficient teaching.