Analysis into Chinese Students’ Misuse of English Verbs 英语毕业论文.docVIP

Analysis into Chinese Students’ Misuse of English Verbs 　　Abstract： In the course of college English teaching， English teachers may find some errors made by the non-English majors. Errors made when they are using English verbs are analyzed from the aspect of the similarities and differences between English verbs and Chinese verbs in this thesis. We can conclude that the most obvious cause of the misuse seems to be the interference of the first language （L1）， that is， interlingual errors affect the English output of Chinese students. At last， the author calls for more input of the difference between L1 and L2 in L2 teaching and acquisition so that the same mistakes can be avoided. 　　Key words： misuse； interference； language transfer； incorporation 　　1.Introduction 　　As an English teacher for non-English major college students， I’ve always noticed that students may make errors in using English verbs. “Borrow” and “lend” are mixed up. “Retrieve” may be translated into “fetch back”. And the same error is committed with expressions like “still remain”， “repeat again”， “connect together”， “return back” and so on. Chinese students’ writing may also be filled with causative sentences. The following two sentences are cited from students’ CET6 writing. 　　1）. Firecrackers might cause the fire， make the eyes blind， and even kill somebody， so they must be banned. 　　2）. Firecrackers are good things， but when they make people dangerous they become bad things. （CET6 June 1995） 　　The above-listed expressions and sentences are grammatically correct， but they are not native English. Why does this phenomenon take place？ Why do students make such errors again and again？ And how can we English teachers improve the situation？ 　　In college non-major English teaching and learning， much of daily work has aimed to cope with CET-band 4/6. Little research has been done on the performance of students’ language output. But just as in the development of a countr