错误分析对英语语法教学启发.docVIP

错误分析对英语语法教学启发 　　许多英语教育专家、学者曾对英语语法教学方法提出许许多多的观点,可以说应有尽有。但学生学了很多语法后,仍在运用方面出现各种各样的错误,尤其是在学英语基础阶段,学生的语法错误主要表现在口语、写作、翻译等方面。而“错误分析(Error Analysis)”是指收集学生在学习中的学习错误,并进行分类,解释错误原因,然后采取有效的教学对策。本文用该理论分析了学生在学习中常犯的语法错误,并探讨了该理论对提高英语语法教学的启示。 　　 　　一、错误类型 　　 　　根据对学生在英语课堂中在口语、写作、翻译等练习中常出现的错误,不难看出学生英语学习中的错误大多集中在语法知识。主要体现在以下几个方面: 　　1.词性误用(Misuse of Parts of Speech) 　　“词性误用”是指词性混淆,不能恰当运用不同词性,常表现为:形容词当动词用;名词当形容词用;副词当形容词用;名词当动词用等。例如: 　　误:None can negative the importance of money.(形容词当动词用) 　　正:None can deny the importance of money. 　　再如:Today,Money to everybody is very importance.(名词当形容词用) 　　改为:Today,Money to everybody is very important. 　　2.一致问题(Problems of Disagreements) 　　通过分析学生的语法错误发现许多学生比较困惑的语法现象集中表现在一致关系:主谓语的一致、名词和数词的一致等。例如: 　　误:When one has money,he can do what he want to. 　　正:Once one has money,he can do what he wants. (to do) 　　3.限定词误用(Misuse of Determiners) 　　限定词错用也是学生英文书写中语法出错率较高的方面之一,常出现多用、少用或错用限定词等。例如: 　　误:As a English major,we should learn more about English culture. 　　正:As an English major,we should learn more about English culture. 　　误:There are much rules to remember. 　　正:There are many rules to remember. 　　4.连词的运用(Use of Conjunctions) 　　汉语句法结构中常用“因为……所以”,“虽然……但是” 等一类连词短语,而在英语中这种结构却不存在连词并用现象。所以学生常常出现下列错误: 　　误:Because it was raining,so we had to put off the sports meet. 　　正:Because it was raining,we had to put off the sports meet. 　　或:It was raining,so we had to put off the sports meet. 　　有的是缺少连词或多用连词,例如:It was my turn,I was very nervous. 按照英文语法,句子与句子之间应有连词连接。故正确表达应为:When it was my turn,I was very nervous?It was my turn and I was very nervous. 　　5.代词的运用(Use of Pronouns) 　　代词的运用主要指代词的顺序问题或指代不清。当出现一个以上的代词时,学生可能按照汉语的顺序排列英语代词,以致出现下列句子:I and Li Ming went up to her. (代词顺序错误) 　　上句错例应改为:Li Ming and I went up to her. 　　指代不清主要讲的是代词与被指代的人或物关系不清,或者先后所用的代词不一致。如:We can also know the society by serving it yourself. 分析:句中人称代词we 和反身代词yourself指代不一致。改为:We can also know society by serving it ourselves. 　　6.语序问题(Problems of Language Order) 　　英语与汉语不同,语序方面的错误主要来自母