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Abstract： Second Language learners progress in constantly error-making and error-correcting. Thus， how the errors occur and what causes these errors are worth studying. Based upon such understanding， this paper first makes differences between errors and mistakes， and then probes into the roots that causes theses error. Apart from the interlingual and intralingual interferences， other factors like teacher and teaching methods are also included. is a very important factor that influences the second language acquisition. This paper tries to present language transfer phenomenon via analysis of students’ compositions and offer suggestions on improving the teaching of writing.
Key words： error analysis， composition， teaching of writing
Introduction
Error analysis is an important component of study of second language acquisition. The research involves two aspects： pedagogical and theoretical. The former is to classify errors and come up with strategies to correct errors， while the latter is to find the nature and profound reasons of error .
The traditional error analysis before 1970s is confined to collect common errors and classify them linguistically ， which helps to determine the sequence of teaching and content of teaching points， evaluate learners’ level. The appearance of Corder’s The significance of Learners’ Errors in 1967 marked the beginning of modern error analysis. The attitude towards error has greatly changed. Errors are unavoidable during second language acquisition and even necessary. Error making reflects supposition of target language. Error analysis is not only to improve teaching， but to explore psychological process of language learning. The flourishing of research on error analysis during 1970s holds the view.
Much study on error analysis is followed， thus produce many terms such as interlanguage， fossilization etc. Different ideas on methods of error analysis and classification of error are put forward.
Error-making is unavoidable in second language acquisition. First， the difference between error and mistake should be made clear. Errors refer to ones resulting from inadequacy of target language. Mistakes are ones caused by other factors， such as anxiety， inattention， carelessness. This paper focuses upon errors committed by students in compositions..
Writing competence has been considered as important in second language acquisition. The author analyzes students’ compositions ， identifies error types and offer error commission frequency， which can be references for teaching of writing. Previous study on error
Based upon the characteristics of interlanguage， Corder categorizes errors into pre-systematic errors， systematic errors and post-systematic errors. In broad sense， errors can be divided into competence errors and performance errors. Learners usually can correct by themselves performance errors instead of competence errors.
However error is dealt with， the purpose is to grasp the target language well. Error is part of feedback as well as results of test， which promotes us to discover problems and improve quality of teaching . The procedures of error analysis is as follows： select corpus； identify errors； classify errors； explain reasons of error making； evaluate for the sake of teaching.
These figures are far from full mark 15.This demonstrates writing competence needs badly improvement and shows students’ disability in writing. The teaching of writing is worth approaching. Writing level reflects to some degree the command of English. Many people attempt to analyze writing and approach teaching via error analysis theory.
Method
The qualitative method is employed in the research. 80 compositions of non-major students are collected for research. The compositions are finished under natural circumstances. Students are not told beforehand their compositions will be for research use. In this way can some tendency be avoided. Their language output through composition will be objectively observed and described . Interview of 10 students are arranged.
Overgeneralization appears due to incomprehensive understanding of language rules. When students master some rules， they will apply rules to every similar situations. For instance， past particle is one of the typical overgeneralizations errors committed by students. Therefore， these errors belong to intralingual errors.
Most students tend to commit errors of simplification for the sake of carelessness or unconsciousness. For instance， the omission of the plural markers following the noun can be termed redundancy reduction as no information is lost.
Wrong analogy is interlingual errors. Some terms or phenomena are not universal in all cultures. For the lack of target culture or linguistic knowledge， students tend to borrow similar culture phenomena to replace that of target culture. Cultural peculiarity is the typical reason for coming up with wrong analogy.
The percentage indicates that students tend to commit interlingual errors more than intralingual errors. Interviews with students indicates they often commit another two types of error： communication-based error and induced errors. The former emerge for students incorrectly labels an object but successfully communicates a desired concepts. The latter happen as a result of teachers’ misleading some similar concepts or synonymy.
Reasons of error making
Error making involves several factors： linguistic level， pragmatic competence， psychological state. The teaching of writing should take these factors into consideration. Research on students’ psychology is needed.
Attitudes towards error
Larsen-freeman stated errors should be avoided， for errors lead to ill habits. Therefore， teachers should deal with them immediately when errors occur. However ， this attitudes tend to make students anxious and nervous for fearing error-making， thus not beneficial to language acquisition . Then no error correcting is advocated. Students should speak or write fluently without being disturbed by error-correcting. It is believed that errors will disappear during the process of acquisition. On the contrary， the phenomenon “fossilization” emerge. Students will not progress further with faulty concepts on target language. Appropriate ways to correct errors are necessary to make students acquire language better. People advocate error correction， but error correction should not occur at any time or anywhere. It depends on situations or people or necessity.
Conclusion
Writing is a process of expressing thoughts and views and process of error correcting. Error presentation acts as the basis of judging and explaining errors. Therefore， error analysis is like a facilitator. For one thing， error analysis helps us to understand learners’ English level， error types， error features and difficult points with the effective teaching. Second， tolerance towards error is necessary. Cultivation of interest is more important than error correcting. Third， error analysis make us observe and understand teaching methods， way of thinking and how they apply language supposition rules and regulate and compare these rules， factors that influence writing. Finally， error analysis is a kind of test of language supposition rules . Error appearance indicates that learners are testing actively what they have learned， so it is not necessary for teachers to exaggerate and emphasize errors resulting in anxiety and nervousness of learners. In this way can students treat writing as not terrifying. They would like to try instead of avoiding making errors. Error is interlanguage. Continuous error making and correcting make them approach target language gradually. Error appearance offer students chances to correct and comprehend errors. Suggestions on teaching of writing
This paper tries to explain the five critical principles which have been beneficial to my own approach to error analysis in English writing and to convince that preoccupation with error is unnecessary， and even counterproductive： first， by reviewing typical problems of English writing ； second， by suggesting ways to make error analysis both more manageable for teachers and more beneficial for their students.
understanding the student’s intention
Before marking any errors in a students’ composition， read it carefully ，try to understand the students’ intentions in writing it， and respond it in a reasonable way. Many students are so preoccupied with error that they begin editing almost from the moment they begin writing. Afraid of making mistakes they are unable to make meaning and develop ，shape， and structure their ideas. They are hindered so that they can not write and arrange logically.
setting priority for analysis
Analysis is of primary importance. When teachers set priority for analysis， be sure that they are consistent with their own teaching. Criticism is not ultimate goal. Encouragement is of importance to students. Error correcting should be dealt with in a cautious way without discouraging students.
1.looking for patterns of error， finding the root or reason of errors is followed. Make sure any possible reason are taken into account and then relatively important reasons are listed. Talking with students will do good to teaching. We may comprehend what take place when students write. This effort will give a hint to our teaching of writing.
2.Setting reasonable goals for improvement
This principle is related to the teacher’s role in guiding the improvement of their students’ writing. Set reasonable goals for improvement， and frame your analysis in terms that will encourage your students to set their own goals for improvement. Most of us recognize that errors are a necessary part of learning and writing.
3.Helping students to objectify their impression of writing.
The teacher’s responsibility is to discriminate errors caused by the physical and conceptual demands of writing itself and those related to individual linguistic competence.
References：
[1]Larsen-Freeman， D. Techniques and Principles in LT [M].Oxford： Oxford University Press， 1986.
[2]James， C. Errors in language learning and use-Exploring error analysis[M]. London：Longman，1998.
[3]Diane Larsen-Freeman Michael H. Long An Introduction to Second Language Acquisition Research[M]. Foreign Language Teaching and Research Press， 2000.
[4]Corder，S.P. The significance of Learner’s Errors [J].International Reviews of Applied Linguistics， 9，1967：149，59.
[5]王初明.应用心理语言学[M].长沙：湖南教育出版社，1990.
[6]郝兴跃《论二语习得中的错误分析》山东外语教学，2003（1）
作者简介：
柯细香（1975～），副教授，硕士研究生，研究方向： 翻译与教学法
Key words： error analysis， composition， teaching of writing
Introduction
Error analysis is an important component of study of second language acquisition. The research involves two aspects： pedagogical and theoretical. The former is to classify errors and come up with strategies to correct errors， while the latter is to find the nature and profound reasons of error .
The traditional error analysis before 1970s is confined to collect common errors and classify them linguistically ， which helps to determine the sequence of teaching and content of teaching points， evaluate learners’ level. The appearance of Corder’s The significance of Learners’ Errors in 1967 marked the beginning of modern error analysis. The attitude towards error has greatly changed. Errors are unavoidable during second language acquisition and even necessary. Error making reflects supposition of target language. Error analysis is not only to improve teaching， but to explore psychological process of language learning. The flourishing of research on error analysis during 1970s holds the view.
Much study on error analysis is followed， thus produce many terms such as interlanguage， fossilization etc. Different ideas on methods of error analysis and classification of error are put forward.
Error-making is unavoidable in second language acquisition. First， the difference between error and mistake should be made clear. Errors refer to ones resulting from inadequacy of target language. Mistakes are ones caused by other factors， such as anxiety， inattention， carelessness. This paper focuses upon errors committed by students in compositions..
Writing competence has been considered as important in second language acquisition. The author analyzes students’ compositions ， identifies error types and offer error commission frequency， which can be references for teaching of writing. Previous study on error
Based upon the characteristics of interlanguage， Corder categorizes errors into pre-systematic errors， systematic errors and post-systematic errors. In broad sense， errors can be divided into competence errors and performance errors. Learners usually can correct by themselves performance errors instead of competence errors.
However error is dealt with， the purpose is to grasp the target language well. Error is part of feedback as well as results of test， which promotes us to discover problems and improve quality of teaching . The procedures of error analysis is as follows： select corpus； identify errors； classify errors； explain reasons of error making； evaluate for the sake of teaching.
These figures are far from full mark 15.This demonstrates writing competence needs badly improvement and shows students’ disability in writing. The teaching of writing is worth approaching. Writing level reflects to some degree the command of English. Many people attempt to analyze writing and approach teaching via error analysis theory.
Method
The qualitative method is employed in the research. 80 compositions of non-major students are collected for research. The compositions are finished under natural circumstances. Students are not told beforehand their compositions will be for research use. In this way can some tendency be avoided. Their language output through composition will be objectively observed and described . Interview of 10 students are arranged.
Overgeneralization appears due to incomprehensive understanding of language rules. When students master some rules， they will apply rules to every similar situations. For instance， past particle is one of the typical overgeneralizations errors committed by students. Therefore， these errors belong to intralingual errors.
Most students tend to commit errors of simplification for the sake of carelessness or unconsciousness. For instance， the omission of the plural markers following the noun can be termed redundancy reduction as no information is lost.
Wrong analogy is interlingual errors. Some terms or phenomena are not universal in all cultures. For the lack of target culture or linguistic knowledge， students tend to borrow similar culture phenomena to replace that of target culture. Cultural peculiarity is the typical reason for coming up with wrong analogy.
The percentage indicates that students tend to commit interlingual errors more than intralingual errors. Interviews with students indicates they often commit another two types of error： communication-based error and induced errors. The former emerge for students incorrectly labels an object but successfully communicates a desired concepts. The latter happen as a result of teachers’ misleading some similar concepts or synonymy.
Reasons of error making
Error making involves several factors： linguistic level， pragmatic competence， psychological state. The teaching of writing should take these factors into consideration. Research on students’ psychology is needed.
Attitudes towards error
Larsen-freeman stated errors should be avoided， for errors lead to ill habits. Therefore， teachers should deal with them immediately when errors occur. However ， this attitudes tend to make students anxious and nervous for fearing error-making， thus not beneficial to language acquisition . Then no error correcting is advocated. Students should speak or write fluently without being disturbed by error-correcting. It is believed that errors will disappear during the process of acquisition. On the contrary， the phenomenon “fossilization” emerge. Students will not progress further with faulty concepts on target language. Appropriate ways to correct errors are necessary to make students acquire language better. People advocate error correction， but error correction should not occur at any time or anywhere. It depends on situations or people or necessity.
Conclusion
Writing is a process of expressing thoughts and views and process of error correcting. Error presentation acts as the basis of judging and explaining errors. Therefore， error analysis is like a facilitator. For one thing， error analysis helps us to understand learners’ English level， error types， error features and difficult points with the effective teaching. Second， tolerance towards error is necessary. Cultivation of interest is more important than error correcting. Third， error analysis make us observe and understand teaching methods， way of thinking and how they apply language supposition rules and regulate and compare these rules， factors that influence writing. Finally， error analysis is a kind of test of language supposition rules . Error appearance indicates that learners are testing actively what they have learned， so it is not necessary for teachers to exaggerate and emphasize errors resulting in anxiety and nervousness of learners. In this way can students treat writing as not terrifying. They would like to try instead of avoiding making errors. Error is interlanguage. Continuous error making and correcting make them approach target language gradually. Error appearance offer students chances to correct and comprehend errors. Suggestions on teaching of writing
This paper tries to explain the five critical principles which have been beneficial to my own approach to error analysis in English writing and to convince that preoccupation with error is unnecessary， and even counterproductive： first， by reviewing typical problems of English writing ； second， by suggesting ways to make error analysis both more manageable for teachers and more beneficial for their students.
understanding the student’s intention
Before marking any errors in a students’ composition， read it carefully ，try to understand the students’ intentions in writing it， and respond it in a reasonable way. Many students are so preoccupied with error that they begin editing almost from the moment they begin writing. Afraid of making mistakes they are unable to make meaning and develop ，shape， and structure their ideas. They are hindered so that they can not write and arrange logically.
setting priority for analysis
Analysis is of primary importance. When teachers set priority for analysis， be sure that they are consistent with their own teaching. Criticism is not ultimate goal. Encouragement is of importance to students. Error correcting should be dealt with in a cautious way without discouraging students.
1.looking for patterns of error， finding the root or reason of errors is followed. Make sure any possible reason are taken into account and then relatively important reasons are listed. Talking with students will do good to teaching. We may comprehend what take place when students write. This effort will give a hint to our teaching of writing.
2.Setting reasonable goals for improvement
This principle is related to the teacher’s role in guiding the improvement of their students’ writing. Set reasonable goals for improvement， and frame your analysis in terms that will encourage your students to set their own goals for improvement. Most of us recognize that errors are a necessary part of learning and writing.
3.Helping students to objectify their impression of writing.
The teacher’s responsibility is to discriminate errors caused by the physical and conceptual demands of writing itself and those related to individual linguistic competence.
References：
[1]Larsen-Freeman， D. Techniques and Principles in LT [M].Oxford： Oxford University Press， 1986.
[2]James， C. Errors in language learning and use-Exploring error analysis[M]. London：Longman，1998.
[3]Diane Larsen-Freeman Michael H. Long An Introduction to Second Language Acquisition Research[M]. Foreign Language Teaching and Research Press， 2000.
[4]Corder，S.P. The significance of Learner’s Errors [J].International Reviews of Applied Linguistics， 9，1967：149，59.
[5]王初明.应用心理语言学[M].长沙：湖南教育出版社，1990.
[6]郝兴跃《论二语习得中的错误分析》山东外语教学，2003（1）
作者简介：
柯细香（1975～），副教授，硕士研究生，研究方向： 翻译与教学法