Common Errors In English Learning And Teaching Strategies

Learning English is more important than ever in the background of globalization. English is used as one of the major subjects in our country from primary school to university. During learning English, errors seem to be everywhere. How to avoid errors has a very important significance for students to learn to help middle school students acquire more accurate English, thus for a deeper level of English learning,The author has carried on the common errors in English learning with the theory of interlanguage and, on the common errors of different classification. And the causes of the common errors specific detailed analysis. Through this analysis, find out the problems existing in the teacher’s teaching and put forward the corresponding teaching strategies to solve these problems.Interlanguage is not correct and authentic target language.It has the permeability, dynamic, systematic and repeatability and rigid nature. Interlanguage is divided into irregular error stage, the emergent stage, regularity error phase and stable phase. The causes of interlanguage is mainly negative transfer of mother tongue, training transfer, overgeneralization of the target language and second language learning strategies. Interlanguage theory will be divided into different types of errors. One kind of classification method put into interlingual errors and intralingual errors, and other factor errors. Chinese differs from English in pronunciation, semantics, syntax and morphology and so on rules. The rules of the language difference makes the students’ Chinese negative transfer on English acquisition. Teachers in teaching language in the process of teaching spoken and written materials of poor choices will lead to interlanguage. In addition to the two aspects of interlingual and intralingual factors, tension, fatigue and other factors can also lead to mistakes in English. Error analysis theory is very important and effective way. Error analysis theory, by collecting errors, identifing errors, error classification, error correcting wrong explanation finally. By analyzing students’ common mistakes in grammar errors, the author summarizes the deficiency of the teaching and in need of improvement on the basis of these disadvantages putting forward the corresponding teaching strategies and Suggestions. Dealing with negative transfer of mother tongue should carry out the cultivation of the students’ English thinking, deal with the overgeneralization of the target language rules of English knowledge shall be rectified and lexical chunks, respond to training transfer shall strengthen the selection of teaching materials. In the strategies and suggestions of reducing error, what kind of error should be corrected, who should correct errors, when and how to correct errors is the core and key. Finally the author concluded that not all errors should be corrected. Global error and the error which shows the language ability should be corrected. Phase error, emergent stage errors and pragmatic errors should not be corrected. Error correction can be done by the teacher or students can also correct errors, also teacher can let the students do self correction. Error correction process can be used in simple repetition, teachers restatement, immediate correction, students repetition, inspiration and explanatory feedback etc. Error correction can be real-time correction can also adopt delay correction. Error analysis method can be taught to the students for self-correction in the error correction process. In the error correction process teachers must pay attention to error correction mode to protect students’ English learning interest and pride.Research on inter-language as a kind of foreign language learner’s language errors provides the reasons backing for the errors, and provide the means for how to do the error analysis. On the macroscopic view of inter-language theory, the author analyzed and studied the specific English common errors and detailed. The inter-language theory and teaching are closely together.