1.背景1.1 方法 Ellis(1985)在讨论错误分析时指出,从教学法的角度看,人们曾经有很长一段时间对通常出现的错误所进行的收集,描述及归类均缺乏统一的原则,French(1949)的研究就是一例。然而在五十和六十年代期间,错误分析的方法开始与对比分析法联系起来。后者不太注重对话语活动中的错误进行界定,鉴别及区分,而偏重于依据母语同目标语之间在形式上的区别对可能出现的错误进行预测。Ellis指出人们对错误得以产生的心理语言学方面的原因缺乏足够的调 1. Background 1.1 Methods Ellis (1985), in his discussion of error analysis, pointed out that from a pedagogical point of view, there was a long period of time that people lacked a uniform principle of collecting, describing and classifying common mistakes, The French (1949) study is an example. However, during the fifties and sixties, the methods of error analysis began to be linked with comparative analysis. The latter did not pay much attention to the definition, identification and distinction of mistakes in discourse activities. Instead, the latter emphasized the prediction of possible errors based on the formal differences between the mother language and the target language. Ellis points out that people lack sufficient emphasis on the causes of errors in psycholinguistics