高中英语教师语音错误分析以平顺高中英语教师为例 64页

独创声明本人郑重声明：所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果，学位论文的知识产权属于山西师范大学。除了文中特别加以标注的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得山西师范大学或其他教育机构的学位或证书使用过的材料。本声明的法律后果将完全由本人承担。作者签名：趣豪易签字日期：血房．o弓．0学位论文版权使用授权书本学位论文作者完全了解山西师范大学有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权山西师范大学可以将学位论文的全部或部分内容编入有关数据库进行网络出版，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。(保密的学位论文在解密后适用本授权书)。作者签名：赵彖葛签字日期：如胁．D弓．司导师签字：舟戛哆f签字日期：狮J≥、D；．≥【、\nTitle：ErrorAnalysisofMiddleSchoolEnglish’leachers’Pronunciation：AStudyWithPingshunMiddleSchoolEnglishTeachersMajor：ForeignLinguisticsandAppliedLinguisticsName：ZhaoSufenSignature：垃每障Supervisor：HanMeizhuSignature：目妇比!三左比AbstractAsabranchofAppliedLinguistics，erroranalysisplaysaveryimportantroleinsecondlanguageacquisitionandforeignlanguageteaching．Itnotonlycallhelpteacherstoknowwhatdegreelearnershavemasteredaboutsecondlanguageorforeignlanguage，butalsocanhelpteacherstomasterlearners’commoncharacteristicsduringtheprocessoflearningforeignlanguage．What'smore，theresultsofstudyinglearners’errorshavegreatinspirationsandimportantguidmgsignifieaneesinimprovingteachers’teachingmethodsandstudents’learningskills，andSOon．ThesubjectsofthedomesticstudiesonEnglishpronunciationmainlyarcstudents，includingmidgeschoolstudentsandcollegestudentswhoa陀Englishmajorornon-Englishmajor．However,fewresearchersfocusonthephoneticerrorsofmiddleschoolEnglishteachers．ThestudyhasemployedtheteachingvideosofninePingshunmiddleschoolEnglishteachersastheresearchsamplestostudythephoneticerl'Orsandexplorethepossibler吮sonsforthePingshunmiddleschoolEnglishteachers诵ththeoriesofErrorAnalysisandhopesthestudyresultsarebeneficialtomiddleschoolEnglishteachinginthefuture．．TheresearchmainlystudiesthefollowingquestionsabomphoneticerrorscommittedbyPm萨hunmiddleschoolEnglishteachers：I)Whatarethemainphoneticerrors’typescommittedbyPingshunmiddleschoo!Engfishteachers?2)Whatarethefrequencyandpercentageofeachtypeofthephoneticerrors?3)Whatarethemainsub·typesofeachtypeofthephoneticerror?41Whatarethepossiblereasonsofthesephoneticerrors?Bystudying，theauthorhasfoundthattherearefourmaintypesofphoneticerrorseom／nittedbytheninePingshunmiddleschoolEnglishteachers．Theyaresubstitutionerrors，\n．．．坐堕堕蔓奎兰堂垡笙苎一一一——_——_—————-——_————————————————-—-———————————_———————一——additione∞rs，deletionerrorsandstresselTOrs．InthefourtypesofphoneticenDrS，sul)stitutionerr．orsarethemostdistinctive，takingup79％ofallthephoneticerrors，andinthesecondplacearedeletionerrors，whichtakesup13％ofallthephoneticerrors，andthen眦additione订DrS，whosepercentageis6％．Stresse11forsarethelastone，takingup2％．Each噼ofthephoneticerrorshasmoresubcategories．Theanalysisalsorevealsthatthemainfeasorlsof也ephoneticerrorscommittedbytheninePingshunmiddleschoolEnglishteachersareinterlingualerror,intralingualerrorandnervousness．[Keywords]：erroranalysis；phoneticerrors；intralingualerror；interlingual[TypesofThesis]：Application\n中文摘要论文题目：高中英语教师语音错误分析一以平顺高中英语教师为例专业：外国语言学及应用语言学硕士生：赵素芬签名：盘盏蒸指导教lJ币：韩美竹签名：摘要错误分析作为应用语言学的一个重要分支，在第二语言习得及外语教学方面起到了非常重要的作用。它不仅帮助教师了解到学习者对第二语言或外语掌握的程度，而且还可以帮助教师了解和掌握学生在学习外语过程中所共有的特点．并且对学习者错误研究的结果在教师教学方法的改进度学生学习技巧的提高等方面都具有很大的启示和重要的指导意义。国内关于英语语音错误的研究，大多数是以学生作为研究对象，主要包括中学生，英语专业和非英语专业的大学生．但是很少研究者关注高中英语教师语音错误。本论文主要应用错误分析的方法，以九名平顺高中英语教师的授课视频作为研究样本，对其语音错误进行研究并探寻其语音错误的原因，希望研究结果可以对以后的高中英语教学有所帮助。关于平顺高中英语教师语音错误。本研究主要研究以下问题：(1)平顺高中英语教师的语音错误的主要类型是什么?(2)每种类型的语音错误的频数和百分比是多少?(3)每种类型的语音错误的主要子类是什么?(4)导致这些语音错误的原因是什么?通过研究分析，作者发现九名平顺高中英语教师的语音错误的类型主要有四类：错音，加音。减音和重音位移．在这四类语音错误中，错音错误最突出，占到全部语音错误的79％。居于第二位的是加音错误，占到全部语音错误的13％．再接着是减音错误，占到全部语音错误的6％．最后是重音位移．占到全部语音错误的2％．而且每类语音错误都有多种子类。作者还发现了导致平顺高中语音教师语音错误的主要原因是：语际错误，语内错误和紧张程度。【关键词】错误分析：语音错误；语内错误：语际错误【论文类型】应用型m\nContentsAbstractinEnglish．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．iAbstractinChinese．．．．．．．．．．．．．．．．．．．．．．．．．⋯⋯．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．iiil．Introduction．．。。．。。⋯⋯。．。．．．⋯．．．⋯⋯⋯⋯⋯⋯．．。⋯⋯．⋯⋯⋯⋯⋯⋯⋯。．．．⋯．11．1BackgroundoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．11．2PurposeoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．21．3SignificanceoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯．．21．4OrganizationoftheThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．32．LiteratureReview．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯⋯．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．52．1TheBackgroundofErrorAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．52．1．1ContrastiveAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．52．1．2ErrorAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯62．1．3Inter-language⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．1．4TheRelationshipamongContrastiveAnalysis，ErrorAnalysisandInter-language⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．82．2ErrorAnalysisTheory⋯⋯⋯⋯⋯：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯92．2．1DefinitionofanError⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．92．2．2DistinctionbetweenanErrorandaMistake⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．102．2．3SignificanceofErrorAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．102．2．4ProceduresofErrorAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．112．3PreviousStudiesofErrorAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．132．3．1ResearchesofErrorAnalysisAbroad⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．132．3．2ResearchesofErrorAnalysisathome⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．143．ResearchMethodology．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．⋯173．1ResearchQuestions．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯173．2Subjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．173．3Datacollection⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯．183．4Procedures⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯184．DescriptionandDiscussionofthePhoneticErrorscommittedbyPingshunMiddleSchoolEnglishTeachers．．．．．．．．．．．．．．．．．．．．．．．．．．19\n山西师范大学学位论文4．1Descriptionof’thePhoneticErrors⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．194．1．1PrinciplestoRecognizePhonologicalErrors⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．194．1．2TypesofPhoneticErrorsCommittedbyPingshunMiddleSchoolEngiishTeachers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．194．1．3TaggingofPhoneficErrors⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．204．2ThePhoneticErrorDistributionofPingshunMiddleSchoolEnglishTeachers⋯⋯．．214．2．1SubstitutionErrorsandtheSubcategories⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯224．2．2DeletionErrorsandtheSubeategories⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯324．2．3AdditionErrorandtheSubcategories⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．344．2．4StressErrorsandtheSubcategories⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯364．3ADiscussiononthePossibleReasonsofPhoneticE11rorscommittedbyPingshunmiddlesch001Englishteachers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯375．Conclusion⋯．．．．．．．．．．．⋯⋯⋯．．．．．．．．．．．．⋯．．．．．．．．．⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯．．⋯．415．1MajorFindings⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯415．2Limitations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯44Acknowledgements⋯．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．⋯⋯．．．．．．．⋯⋯．．．．．．．．45Bibliography⋯．．．⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．．．．．．．．．⋯．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．47Appendix⋯⋯⋯⋯j．．：⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯⋯．．⋯．!；12\nIntroduction1．Introduction1．1BackgroundoftheStudyWithsociallife’sinformationizationandeconomicglobalization，tremendouschangeshavetakenplaceinChinainrecentdecades，forexample,China’SaccessiontotheWTOandholdingthe2010WorldExpo，etc．SinceChinaaccessedtotheWTO，withChinacontinualopeningtotheoutsideworld，ChinahasfrequentlycommunicatedwiththeWorld．Asaninternationallanguage，Englishhasplayedanimportantroleintheexternalcommunication．Fromtheabove，wecanknowthatspokenEnglishhasplayedanprominentrolenotonlyinourcountry’Seconomicconstruction，butalsoinforeignexchangeandcooperation．Atpresent,asoneofthemostimportantcarrier,Englishhasbecomethemostwidelyusedlanguageineveryareaofhumanlife．Forexample,someofworld’StelevisionprogramsareEnglish．SomeofthemailsarewritteninEnglish．ComputerkeyboardsareEnglishkeyboards．ThelanguageofanyconferencewhichisclaimedtobeallinternationalconferencealsobeEnglish．Notonlythese，inForeigntrade，Englishisalsoacommonlanguage，forexample,tradeexchange，internationaletiquette,importandexportdocuments，correspondenceandletters,andbankdocumentandSOon，theircommonlanguageisalsoEnglish．MostuniversitiesandcollegesofferEnglishmajorsinmanycountries．OnlyinChina,therearemorethan100universitieswhichhaveEnglishmajorsorrelevantEnglishmajors．Notonlythese,inthefundamentaleducationdevelopmentstrategies，manycountriestakeEnglishasanimportantpartofcitizen’Squalityeducation，andputitinaprominentposition．Therefore，InordertoenableChinatointegratewiththeWorldassoonaspossible，theChineselearningEnglish，especiallylearningoralEnglish，becomesmoreandmoreimportant．WiththedevelopmentofChina’Seconomyandculture，China’Sintemationalstatusimproving，andChina’SinfluencetoWorldcontinualgrowing,therewillbemoreChinesecharacteristic“words”whichwillbetranslatedintoforeignlanguages，therefore，Chinesewillconstantlyinfluenceforeignlanguage．However,ChineseEnglishlevel，especially,oralEnglishlevelisnotgoodasexpected．Inordertosolvetheproblem，manyresearchersdoallkindsofstudies．Someresearcherssolvetheproblemthroughstudyingspeecherrors，forexample，thethesisEnglishPronunciationProblemsandTheirPossibleCausations：Astu@withHainanUniversityFreshmen．SomeresearcherssolvetheproblemthroughacorpusofspokenEnglish，forexample，thethesisCorpus·basedErrorAnalysisonNormativeEnglishMajors’OralTestProduction．Ofcourse，someresearchersuseothermethodstoimproveChinesespokenEnglishlevel．Generallyspeaking，thesubjectsofmostoftheresearchesare\n山西师范大学学位论文students，includingprimaryschoolstudents，middleschoolstudentsanduniversitystudentsorcollegestudentswhoareEnglishmajorornon-Englishmajor,andsoon，butthesubjectsoftheseresearchersarefewEnglishteachers．Therefore,inthisstudy,inordertoimprovemiddleschoolstudentsspokenEnglishlevel，theauthormainlystudiesphoneticerrorscommittedbyPingshunmiddleschoolEnglishteachers．1．2PurposeoftheStudyThepapermainlystudiesthepronunciationerrorscommittedbytheninePingshunmiddleschoolEnglishteachersthroughcarefulwatchingandanalyzingteachingvideosoftheninePingshunmiddleschoolEnglishteachers，andattemptstofindoutthepossiblereasonsofthesepronunciationerrors，andhopetolaythefoundationforimprovingmiddleschoolEnglishteachers’pronunciation．SpecificallBthestudy’spurposeistosolvethefollowingfourquestions：1)Whatarethemainphoneticerrors’typescommittedbytheninePingshunmiddleschoolEnglishteachers?2)Whatarethefrequencyandpercentageofeachtypeofthephoneticerror?3)Whatarethemainsub-typesofeachtypeofthephoneticerror?4)whatarethepossiblereasonsforthephoneticerrors?1．3SignificanceoftheStudyErroranalysistheoryistorevealthelawsoflearningthroughanalyzingthespeecherrorswhicharecommittedbyf-o而印languagelearnersduringtheprocessoflearninglanguage．Erroranalysistheoryisnecessaryforteachingprocess．Itisnotonlyaninseparablepartoflanguageteachingprocess，butalsohasagreatdevelopmentdegreeforfo一印languageteaching,becauseitnotonlyenrichestheresearchfindingsinsecondlanguageacquisition，butalsoprovidesanewperspectiveforforeignlanguageteachingtolearners’en．0rS．Asweallknow,languageeaTOrsnotonlyareobjectiveexistence，butalsoareinevitableduringtheprocessofforeignlanguageteaching,especially,whereEnglishisasaforei印language．what’smore，Englishteachingnotonlyrelatestothepurelanguageknowledge,butalsomustconsiderlanguagevariation,pragmatics，culturaldifferences，mothertongueinfluence,teachingmethods，learners’differencesandotherrelevantfactors，Therefore,languageerrorsbecomeabigillwhichisdifficulttoeradicate．Althougherrorsarcdifficulttoinevitable,wecanreduceerrorsaspossibleaswecanthroughanalyzingerrors．In1967，CorderwhoisthespokesmanoferroranalysispublishedtheSignificanceof2\nIn仃oduefionLearner"sErrors，andhethoughtthaterroranalysiscouldbesignificantinthefollowingthreeaspects：1)Forteachers，iftheysysternatieallyanalyzetheerrorscommittedbylearners，theyCanfindwhatlearnershavelearntandwhatelseneedstobetaughtduringtheprocessoflearning．Becausethroughcarefulandsystematicalanalyzingerrorscommittedbylearners，teacherscallknowwhatlearnershavemasteredandwhatelselearnershaven’tunderstoodduringtheprocessofteaching,butalsoteacherscanknowwhatarelearningdifficultpointsofstudentsduringtheprocessofteaching．Thatistosay,learners’errorsprovidefeedback．2)Forresearchers，learners’erl"orsc锄providewiththeevidencethatlearnersishowtolearnandhowtoacquirelanguage，andlearningstrategiesandlearningstepsduringtheprocessoflearning．3)Forlearners，learners’errorisalearningmethodtoacquirelanguageandisamethodofhypothesistotestwhethertlleyhavemasteredthenatureofthelanguage．Whenhypothesesaredifferentfromcorrectlanguagerules，learnersutterwrongexpressions．Therefore，fromthefeedback，learnersCanknowtheyhavewronghypothesesandthentheytrytoexplorecorrectrulesandmakeprogress．1．4OrganizationoftheThesisThethesisconsistsoffivechapters．Themaincontentsofthestudyareinthefollowing：Chapteroneisabriefintroductionofthestudy,includingresearchbackgroundofthestudy,purposeofthestudy,significanceofthestudyandorganizationofthethesis．Chaptertwoistheliteraturereview．Firstofall，itintroducescontrastiveanalysistheory,erroranalysistheoryandinter-languagetheory,respectively．Nextitintroducestherelationshipsamongthethreemaintheoriesduringtheprocessofsecondlanguagelearningandacquiring．Then，itintroducesthedefinition，significance，andproceduresoferroranalysis．Finally,itintroducessomepreviousrelevantresearchfindingsabouterroranalysisabroadandathome．Chapterthreemainlyintroducestheresearchmethodology,includingresearchquestions，sulsjects，instruments，datacollectionandprocedueesofthethesis．ChapterfourmainlydescribesanddiscussesofphoneticerrorscommittedbyPingshunmiddleschoolEnglishteachers．First，itgivesadetaileddescriptionofphoneticerrorscommittedbyPingshunmiddleschoolEnglishteachers，whichincludesfourkindsofphoneticelTOrs：substitutionerror,additionerror,deletionerrorandstresserroLSecond，itdescribesthemainsub-typesofthefourtypesphoneticerrorsindetail．Third，itdiscussesthe3\n4山西师范人学学位论文possiblelea．sonsleadingtothesephoneticgl"ror8committedbyPingshunmiddleschoolEnglishteachers．Chapterfiveistheconclusionofthethesisincludingmajorfindingsandlimitationofthethesis．\nLiteratureRenew2．LiteratureReviewErrorsareoftencommittedduringtheprocessofsecondlanguageacquisition．Theresearchesabouterrorshavealongtime，anddifferentschoolsandresearchersholddifferentviewsabouterrors．Behaviorismclaimsthattheprocessofsecondlanguageacquisitionistheprocessthatlearnersgraduallyeliminateerrors．Ladopublishedhisrevolutionarynewbook“LinguisticsacrossCulture"in1957．Fromthenon，contrastivelinguisticsarisenandcreatedanewtheorycalledeontrastiveanalysistheory．Thelinguisticschoolbelongstobehavioristiclinguistics．Tllcschoolthinksthaterrorsarecausedbybadhabitsoflearners’poorconcentrationandeasydistraction，andinfluencesfromlearners’mothertongue．Erroranalysistheoryaroseinthe1960s’andgraduallyreplacedeontrastiveanalysistheory,anddevelopedquicklyinthe1970s’．Corderpublishedapaperentitled‘‘theSignificanceofLearners’Errors”，whichrevivederroranalysistheory．Corderdividedtheprocessoferroranalysisintofivesteps：(1)tocollectlanguagesamplesoflearners；(2)toidentifyerrors；(3)toclassifyerrors；(4)toexplainerrors；and(5)toevaluateerrors．Theaimoferroranalysistheoryistoreveallearningstrategiesthatlearnersgetduringtheprocessoflearningandthecauseoferrorcommitted．Sinceerroranalysistheoryhasbeenputforward，elTOrsoflearnerscommittingarenotconsideredfailedsymbolofteachingandlearning,butrepresentthatsecondlanguagelearnershavereachedarealdevelopment’sstage．Then，Selinkerputforward“inter-language”oflearnersin1972，andhethinksthatinter-languageistheproductoffiveimportantprocessesduringtheprocessofsecondlanguageacquisition：languagetransfer；overgeneralizetargetlanguagerules；trainingtransfer；strategiesofsecondlanguageacquisitionandcommunicativestrategies．Thenewmethodofsecondlanguageacquisitionmakesmanyresearchersviewthatlearnersshouldpayattentiontomothertongue’sinfluenceonsecondlanguageacquisitionduringtheprocessofsecondlanguageacquisition，notjustpayattentiontostudyingtheprocessofsecondlanguageacquisition．Theabovecontentroughlyintroducescontrastiveanalysis，erroranalysisandinter-language，andthefollowingwillintroducethemindetail．2．1TheBackgroundofErrorAnalysis2．1．1ContrastiveAnalysisContrastiveanalysistheorycanbetracedbacktoFries(1945)andLado(1957)．Contrastiveanalysistheory’spsychologicalbasicisbehaviorism．Behavioristiclanguageacquisitiontheorythinksthatlanguageisbehavior，thatistosay,theprocessoflearninglanguageistheprocessofpeople’sbehavior’sformation，andbehaviors’formationisdueto5\n山西师范大学学位论文thatpeoplecontinuallydoresponsetooutsidestimulation．BehavioristsⅡ1inkthattheprocessofsecondlanguageacquisitionisconsidered嬲theprocessofasetofnewdeedsdevelopmentandformation,andduringtheprocess，theroleofmothertongueisextraordinarilyimportant，becauseasetoflanguagedeedswhicharesetupduringchildhoodwillinterferenewlanguagedeedsformation．Thestudyofcontrastiveanalysismakesagreatcontributiontolinguistictheoryandforeignlanguageteachingtheory,anditscontributionsmainlyformasetofrigorouscontrastiveanalysismethod,whichhasasetofeffectiveworkingproceduresindescription,selection,comparison，andpredictionaspectsandSOon．However,contrastiveanalysiswasnotperfect，andtheproblemsofcontrastiveanalysisgraduallyappearedin1960s’．Firstofa11．thewayofinterpretinglanguageandthelanguagelearningprocessofbehaviourismWasattacked．Withthedevelopmentofmentalismandtransformationalgenerativegrammar,languageisnolongerregarded鹊ahabit，butaseriesofrules．Duringthelearningprocess，learnersformedthehypothesisaboutlanguagerulesaccordingtoreceivinglanguageinformation；thenconstantlyamenderror’shypothesis；finally,obtainrightlanguagerules，andthereforeacquirelanguage．AndlinguisticbaSicofcontrastiveanalysishasalsobeenquestioned．Comparativeunitsshouldapplytoalllanguagesinlanguagecomparativestudy．Infact,comparativeunitscan’tapplytoalllanguagesbecauseofthevastdifferenceamongpeople’Slanguages．Inaddition，duringcomparativestudy,researchersusuallycontrasttranslationgroupoftwolanguages，whichlackstheoreticalbasis．Andaccordingtocontrastiveanalysis，researchersCanpredictlearners’errorduringtheprocessoflearningforeignlanguagethroughcontrastinglearners’mothertongueandsecondlanguage,infact,manyactualresearchesshowsthatmanypredictederrorsdon’tappear,but，manyunpredictableerrorshaveappeared．Theabovecontentisaboutcontrastiveanalysis．2．1．2ErrorAnalysisWiththefadingofcontrastiveanalysisandthedevelopmentofmentalismin1970’S，erroranalysisgraduallybecomespopular．Criticizingcontrastiveanalysis，especially,criticizingcontrastiveanalysisPail’tcorrectlypredictthatlearnersmaycommiterrors,whichleadtosomeresearchersbeginningtostudysomeactualerrorswhicharemadebylearnersduringtheprocessoflearninglanguage．Inaddition，criticizingbehaviourismmakesresearchersstudytheprocessoflearners’languageandf．0rei印learningfromnewpointsofviews，andnotonlythis，butalsolearners’errorsarenolongerregardedastheresultofmothertongue’Sinterference,butreflectslearnersmakingfalseerror’sassumptiontolanguage．Andell'Orsarenot‘'badhabit”，instead，playanimportantpartinforeignlearning6\nLiteratureRenewandteaching．Corderpublishedpaper‘'theSignificanceofLearner’sErrors”in1967，whichpointedoutthatanalyzingtheerrorsoflearnerscommittingduringtheprocessoflearninglanguagehasthreefunctions：(1)Forteachers，iftheysystematicallyanalyzestudents’errors，theycanfindthatwhatstagelearnershavereachedduringtheprocessoflearningtargetlanguage，andwhatelseareneededto1earn．(2)Forresearchers，learners’errorsprovideresearcherswiththeevidencesoflearnershowtolearnandhowtoacquirelanguage，andresearcherscanalsoknowlearners’learningstrategiesandstepswhichareusedduringtheprocessoflearning．(3)Forleamers，erroranalysisisalsoessential，becauselearnerscarlthinkthatmakingmistakesisamethodwhichleamerscanusetotestwhether1earncTshavelearnedthenatureoflanguagehypothesis．Comparedwithcontrastiveanalysis，erroranalysisfindsmoretypese1"r01苫，andfindsmorecauseswhichleadtoerrors，therefore，analyzinglearners’errorbecomesmoresystemic，morecomprehensive，andmoreconvincing．However,b既'l'oranalysisisnotperfect,andtherealsoaremanyproblems．Forexample，erroranalysisjuststudieslearners’errors，andithasacertainproblems．Identifyingerrorsisnotthefinalpurpose，anderrorsalsoneededtobeexplained．Ifyouwanttoexplainerrors，firstofall，elTOrsshouldbeclassified，buteI-rors’classificationisnotaneasything．2．1．3Inter-languageThestudyofsecondlanguageacquisitiongraduallybecomesanindependentsubject,becauseresearchersgraduallyrealizethatthestudyingofsecondlanguageacquisitionisnotthestudyingoftherelationshipbetweenfirstlanguageandsecondlanguage．Infact，thelanguagethatlearnersuseisneithermothertonguenorsecondlanguage，butthethirdlanguagethatisbetweenthefirstlanguageandsecondlanguage．Thethirdlanguagehasarelationshipwiththefirstlanguageandthesecondlanguage，butnotthesame．Thethirdlanguageiscalledinter-language．Researchingtheprocessoflearners’learninglanguageisresearchingtheprocessofthelearners’actualusinginter-language．’Theinter-languageresearches’thetheoreticalbasicismentalism，whichthinksthatsecondlanguageacquisitionfollowsaordinaryroad，anditdoesn’tbeinfluencedbylearners’age,languagelearning’senvironment，andthebackgroundoflearners’firstlanguage；thefactorswhichplayanimportantroleinsecondlanguageacquisitionarelanguageacquisitionmechanismwhichhumanhas；andsimilartofirstlanguageacquisition，learnerslearn7\n山西师范大学学位论文languagethroughtestinghypothesis．Inter-language’Scharacteristic．First,inter-languagehaspermeability,thisisbecauseknowledge’Slanguagerulesoflearnersarenotfixed，butconstantlychange．Second,inter-languageisdynamic，thatistosay,learners’inter-languageconstantlychangesandlearnersconstantlyreviseinter-languagesysteminordertoaccommodatethenewhypothesisofsecondlanguagesystem．Third，inter-languageissystemic，atanystageofthedevelopmentoflanguage，learnersUSCsecondlanguageaccordingtoformedrulesystems．Fourth,inter-languageexistfossilizationphenomenon．Fossilizationisthatlearners’languagelevelalwaysstaysatacertainstageanddoesn’tprogressanddoesn’tchange，nomatterhowmuchnewinformationislearned．Ofcourse,inter-language’Sresearchesalsohavesomeproblems．First,inter-languageresearch’Smethodshavesomeproblems．Erroranalysisis姐importantpartofinter-languagestudy,therefore，theproblemsexistinginerroranalysisauthorhasmentionedtheproblemsexistinginerroranalysisintheabove)alsoexistintheinter-languageresearches．Second，morphemes’researchesexistscontroversies．Morpheme’Sresearchesalsoexistscontroversies，andthisisbecausetherearenotenoughevidencestoshowmorpheme’Srightordercorrespondtomorpheme’Sacquisitionorder．Third，themostpowerfulevidenceoftheinter-languageisthelongitudinalstudy,butthestudyalsohasdefects．Thisisbecauseitcall’tfullydepictthattheprocessofsecondlanguageacquisitionoflearnersastheprocessoffirstlanguageacquisitionoflearners．Utterance’Smeanlengththatfirstlanguageacquisition’Sresearchersuseisdescribinglanguagedevelopment’Sreliableindex，bututterance’smeanlengththatfirstlanguageacquisition’sresearchersusedoesn’tapplytothestudyofsecondlanguageacquisition，becausetherearemanylexicalchunksthatarelearnedbyroteintheearlystageoflearners’learningsecondlanguage，whichCan’treflecttheprocessoflanguageacquisition．Fourth，Inter-language’Stheoreticalbasicalsohasproblems．Mentalismignoresenviroamenteffect,andemphasizesmentalprocess，especiallyhuman’Sinternallanguagepotential，andlanguageinputjustpromotesitsinternallanguageprocessingmechanismtowork．Becauseofignoringenvironmentaleffect，intheearlystage，inter-language’Sresearchneglectsofthemostfactorinsecondlanguageacquisition——廿1erelationshipbetweenlanguageinputandlearners’internallanguageprocessingmechanism．2．1．4TheRelationshipsamongContrastiveAnalysis，ErrorAnalysisandInter-languageTherelationshipsamongeontrastiveanalysis，erroranalysisandinter-languageare3\ninterrelated，buttherearealsodifferences、)lri吐leachother．Contrastiveanalysisprevailedfromthe1950s’tothe1960’S．However,attheendofthe1960’S．becauseeontrastiveanalysis’spsychologicalfoundationissuspectedandattacked，contrastiveanalysisisgraduallyreplacedbyerroranalysisandinter-language．Althoughallthethreeareattitudetospeechacts．therearedifferencesaboutattitudetoerrors．Inthecontrastiveanalysis，errorsareharmful，andshouldbeavoided．Intheell'Oranalysis，committingelTOrsisnotbadthing，becauseelTorscanprovidealargeamountofinformationthatcananalyzetheprocessof’learning．Intheinter-language，errorsareregardedasapartoflearners’languagesystem．Inadditiontothedifferencesaboutallthethree’SattitudetoelTOrs，research’Scontentandscopeofthethreearedifferent．Contrastiveanalysismainlystudiesthespeechacts’relationshipsbetweenlearners’mothertongueandtargetlanguage．Inen'oranalysis，errortypesaremorethancontrastiveanalysis．Inter-languageabsorbstheabovetwotheories，butdoesn’tbelimitedbytheabovetwotheories，andstillcontinuetodevelop．Contrastiveanalysismainlycompareslearners’mothertongueandtargetlanguage．Erroranalysisrelatestothecontrastoflearners’speechactsandtargetlanguage．Inter-languageincludesallthethree---learners’mothertongue,inter-languageandtargetlanguage．2．2ErrorAnalysisTheoryErroranalysistheoryisanimportantpartinthefieldofsecondlanguageacquisition．Thisisbecauseitmainlyanalyzeslearners’committederrorsduringtheprocessofacquiringandusingsecondlanguage，andthenexploresthecausesthatleadtoerrorstopreventorreducelanguageerrorsandtoimprovelanguagelevel．Thefollowingwillintroducerelevantknowledgeabouterroranalysistheoryindetail．2．2．1DeftnitionofanErrorIntheLongrnanDictionaryofLanguageTeachingandAppliedLinguistics，‘'Anerroris(inthespeechorwritingofasecondorforeignlanguagelearner)theuseofalinguisticitem(e．g．aword，agrammaticalitem，aSPEECHACT,etc．)inawaywhichafluentornativespeakerofthelanguageregardsasshowingfaultyorincompletelearning．”Friedeberg(1991)pointsoutanerrorisdeviationinvocabulary,pronunciationorstructure．Ellis(1994)presentsanerrorisadeviationfromthenormsofthetargetlanguage．Dulay,BurrandKrashendefineanell'Oristheflawsideoflearner’Sspeechorwritingandthepartsofconversationofcompositionthatdeviationfromsomeselectedfromnormofmaturelanguageperformance．Jame(1998)holdsthatanerrorisanunsuccessfulbitoflanguage．Brown(2001)presentsthaterrorsaredeviationfromtheadultgrammarofanativespeaker,andreflectsthe9\n山西师范大学学位论文inter-languagecompetenceofthelearners．DifferentpeoplehavedifferentopinionsaboutetTors．Inthestudy,theauthorthinksthatallen'orisadeviationfromtheselectednormoflanguageperformance．2．2．2DistinctionbetweenanErrorandaMistakeInordertoanalyzeleamers’committingerrorsinamoreproperview,itisessentialtodistinguishallerrorandamistake．Amistakereferstoaperformanceerrorthatiseitherarandomguessoraslipofthetongueorpen，becauseitisafailuretoUSeaknownsystemcorrectly．Theyaremadeatrandomandnon-systematic．Anerrorisnoticeabledeviationfromtheadultgrammarofanativespeaker,reflectingthelimitofthelearner’Scompetenceinusingthetargetlanguage．ThatiswhyitisoRencalledcompetenceerrorsorsystematicerrorsthatareworthstudyingandanalyzing．IntheLongmanDictionaryofLanguageTeachingandAppliedLinguistics，“Adistinctionissometimesmadebetweenanerror,whichresultsfromincompleteknowledge，andamistakemadebyalearnerwhenwritingorspeakingandwhichiscausedbylackofattention，fatigue，carelessness，orsomeotheraspectofPERFORMANCE．’’AccordingtoCorder,anell'Ortakesplacewhenadeviationarises雒aresultoflackofknowledge．Itrepresentsalackofcompetence．Amistakehappenswhenalearnerfailstofulfillhiscompetence．Itistheresultofprocessingproblemsthatpreventlearnersfromaccessingtheirknowledgeofatargetlanguageruleandcausethemtofallbackonsomealternative,non-standardrulethattheyfindeasiertoaccess．2．2．3SignificanceofErrorAnalysisCorder(1967)publishesthepaper‘'TheSignificanceofLearner’sErrors”，whichpointsoutthatanalyzingtheerrorsthatarecommittedduringtheprocessoflearninglanguagehaSthreefunctions：(1)Forteachers，iftheysystematicallyanalyzestudents’errors，t11eycanfindtllatwhatstagelearnershavereachedduringtheprocessoflearningtargetlanguage，andhowmanyareneededtolearn．1．(2)Forresearchers，learners’errorsprovideresearcherswiththeevidencesoflearnershowtolearnandhowtoacquirelanguage，andresearchersc趾knowlearners’learningstrategiesandlearningstepswhichareusedduringtheprocessoflearninglanguage．(3)Forlearners，erroranalysisisalsoessential，becauselearnerscallⅡlinkthatmakingmistakesisamethodwhichlearnerscanusetotestwhetherleam吣havelearnedthenaturelO\nLiteratureReviewoflanguagehypothesis．IntheLongmanDictionaryofLanguageTeachingandAppliedLinguistics，“ErroranalysisisthatthestudyandanalysisoftheERRORSmadebysecondlanguagelearners．Erroranalysismaybecarriedoutinordert0：a．identifystrategieswhichlearnersuseinlanguagelearning；b．trytoidentifythecausesoflearnererrors；C．obtaininformationoncommondifficultiesinlanguagelearning，骶anaidtoteachingorinthepreparationofteachingmaterials．’’2．2．4ProceduresofErrorAnalysisCorder(1974)identifiedfivestagesforerroranalysisasfollowing：(1)Collectionlearners’languagesampleFirstofa11．researchersshouldcollectthelearners’languagesample．Intheprocessoferrorsanalysis，theresearcherswhostudyerrors，firstofall，shouldmakesurewhatsamplesoflearnerlanguageareusedfortheerroranalysisandhowtOcollectthesesamples．Accordingtothesamplesize，thesamplesoferroranalysisCanbedividedintothreetype：massivesample,specialsampleandincidentalsample．MassivesampleCanrepresentcomprehensiveerrorsofsomesamplesthatarecollectedfromalargenumberoflearners’usinglanguage．Specialsampleisasampleoflanguagewhicharecollectedfromminoritylearners’usinglanguage．IncidentalsamplereferstoasampleofaIcamer’Susinglanguage．Intheprocessoferroranalysis，samplecollectingiseithercross-sectionalorlongitudinal．(2)IdentificationoferrorsHavingcollectedthelanguagesamplesthatresearchersneed，andnext，researchersbegintoidentifyerrors．Researcherswanttoidentifyerrorexactly,firstofall，theyshouldmakeadistinctionbetweenallerrorandamistake．Anerrorreferstotheproductionofincorrectformsinspeechandwritingbyanon-nativespeakerofasecondlanguage，duetohisincompleteknowledgeoftherulesofthattargetlanguage．Vv'hereasamistakereferstotheproductionsofincorrectformswhicharecausedbylackofattention，fatigue，carelessness，orsomeotherperformance．Then：researchersshoulddefinetherulesofallerror,thatistosay,whatareerrors．(3)ClassificationoferrorsAprerequisiteforastudyoferroranalysisisclassifyingerrors．Theclassificationoferrorsiscorrelatedwithstudyingerror’sobjectives，methodsandthecausesofcommittingerrors．Becausedifferentresearchershavedifferentknowledgeabouterrorsandtheyhave\n山西师范大学学位论文differentaimsandtheyadoptdifferentmethodstoclassifyerrors，theywillgetdifferentresults．Corder,firstofall，makesadistinctionbetween锄errorandamistake．Then，hedivideserrorsintocompetenceerrorandperformanceelTor．What’Smore，hedividescompetenceerrorintointralingualelTOrsandinterlingualerror．Accordingtosystematicness，Corderdivideserrorsintopresystematicerror,systematicerrorandpostsystematicelTOrs．Presystematicerroriswhenleamersdon’tknowsomerulesoftargetlanguage，theycommitelTOl苫duetospeculation．SystematicenDristhatlearnersknowsomeofrulesoftargetlanguage，butnleyCan’tuseproperlyandCan’tself-correcterrors．Postsystematicerroristhatlearnersknowtherightrulesoftargetlanguageandcanself-correctell'Ors．Accordingtothesourceoferror,Taylordivideserrorsintofourkindsoftaxonomies：psychologicallinguistics，sociallinguistics，cognitiveabilityanddiscoursecompetence．Psychologicallinguisticsreferstotheessenceoftargetlanguagesystemandtheabilityoflearnersusingtargetlanguage．Sociallinguisticsreferstotheabilitythatlearnersadjusttheirtargetlanguageinthesocialsituation．Cognitiveabilityreferstotheabilitythatlearnershavehadandcognitiveabilitytonewknowledge．Discoursecompetencereferstotheabilitythatlearnersorganizeinformationintocoherenttextusingtargetlanguage．JamespointsoutelTOrsmayhavethreelevels：substance，textanddiscourse．Substanceell'Orincludesspellingandpronunciationerrors．Texterrorreferstovocabulary,grammarerrors．Discourseerrorreferstocoherenceandpragmaticerrors．ManydomesticscholarsclassifyerrorsaccordingtoJames’classification．BasedonJames’classification，thestudydividesphoneticerrorsintofourkinds，includingsubstitutionerrors，deletionerrors，additionelTOrsandstresserrors．(4)Explanationoferrors；Explanationerrorreferstofindingoutthecauseofmakingerrors，thatistosay,toexplainwhyerrorsOccur．However,differentresearchersexplainerrorsbasedondifferentemphasis，therefore，theyfindoutdifferentcaUSesaboutelT0rs．‘However,fromthepresentstudies，thecauseofmakingerrorscanbesummarizedasfollowing：1)interlingualerrorThekindofciTerismadebylearnerswhobringnativelanguagecultureintotargetlanguagewhenmeylearnandusetargetlanguage，thatistOsay,thiskindoferrorismadebymothertongueinfluencesthatarenegativelanguagetransferinlanguagetransfertheory．\nLiteratureRenew2)Intralingualell'OrIntralingualerroristheinterferencefromtargetlanguage．Thecausesofthekindoferrorarethatlearnersdon’tunderstandtargetlanguageordon’tcomprehensivelyunderstandtargetlanguage．Thetypeoferrorhastwokindsofforms．Thefirstkindofformisovergeneralization．Itisbecauseleamersexpandthescopeofsomerulesoftargetlanguage．TheSecondkindofformisoversimplification．Oversimplificationistheoppositetoovergeneralization．JainM．P．(1974：198)in“erroranalysis：source，causeandsignificance'’mentioned：‘inanylanguagelearningsituation，fromthatofachildlearninghisnativelanguagetothatofanadultlearningasecondlanguage，thelearningstrategytoreducespeechtoasimplersystemseemstobeemployedbyeverylearner⋯”．Usuallythelanguagelearnerstendtosimplifythegrammaticalrulesforthesakeofmemorizingthemeasily．3)ErrorsofcommunicationstrategyAnothersourceoferrorsiscommunicativestrategies．Whenengagedinconversation,speakersoftenfinddifficultyinexpressingthemselves．Thisisbecausethereisagapinthcarlinguisticrepertoire．Theinadequaciesofthelanguageknowledgeoftenputtheconversationtothesilence．Inordertocontinuetheconversation，t11eyeitherbegintoleamtogetrelevantknowledgeormakeupinsufficiencybycommunicativestrategies．Theyusuallyusestrategiesareavoidance，orfindingoutapproximationintargetlanguage，ortryingtoparaphrase，orusingcircumlocutionstrategyandsoon．4)ErrorscausedbyenvironmentIntheprocessofsecondlanguageacquisition，ell'Orscommittedbylearnersmaybecausedbytheenvironment．Theenvironmentreferstolearners’teachers，teachingmaterialsandteachingmethodsandSOon．(5)EvaluationoferrorEvaluationoferrorreferstoaconsiderationoftheeffectthatciter8haveontlleperson(s)addressed．TheeffectsCanbeobtainedintermsoftheaddress’Scomprehensionofthelearner’Smeaningorintermsoftheaddressees’affectiveresponsetotheerrors．Theaboveproceduresclearly‘statehowtocarryoutanerroranalysis．Inthisstudy,theauthorwillstudyphoneticerrorofPingshunmiddleschoolEnglishteacherswiththeproceduresoferroranalysis．2．3PreviousStudiesofErrorAnalysis2．3．1ResearchesofErrorAnalysisAbroadThestudyofforeignlearners’errorintheearlystagefocusesoncollectingerrorsand13\n山西师范大学学位论文classifyingerrors．ThemostfamousofthekindofworkisBrownandScragg’Swork(1948)CommonErrors伽GoldCoastEnglish．In1967，PitCorderwhoistheearliestadvocateoferroranalysisinmoderntimesstatedthatel"rorsweresignificantinthreeaspectsinhispaperTheSignificanceofLearners’Errors．(1)ErrorCanprovideteacherswithstudents’informationaboutlearning；(2)ErrorCanprovideresearcherswithexamplesoflanguagelearningmethod．(3)ErrorCanhelplearnersfindouttheacquisitionrulesoftargetlanguagetopromotelearll．Bowerman(1988)studiedtheerrorcaseofchildrenacquiringnativelanguage．Hetookthediarythathistwodaughterswroteinnativelanguage(English)forresearchobjecttofindoutsystematicerrors，andthenstudiedtheprocessofnativelanguageacquisitionbycollectingotherchildren’Srelevantinformationtomakeupandcomparethem．Ravern(1968)takeshistwodaughters：oneissixyearsoldandtheotherisfouryearsoldasresearchobjectstostudyusageoftheauxiliaryverb“do'’duringtheprocessoftheirlearningEnglish．Milton(1974)takesJapaneseboyswhoaresevenyearsold嬲researchobjectsandstudiedtheirerrorswhentheylearnEnglish’Snegativewords，andfinallyfoundoutthattheprocessofchildrenlearningEnglishissimilartotheprocessofchildrenlearningnativelanguage．DulayandButt，theycooperatedinalongtermtostudyandanalyzechildren’Serrorsintheprocessofsecondlanguageacquisitionandmadegreatachievements．Butt(1974)adoptedbilingualsyntaxmeasuretoanalyze513elrorswhicharemadeby179Spanishchildrenwhoarefromfivetoeightyearsold，whentheylearnEnglishandclassifytheseerrors．2．3．2ResearchesofErrorAnalysisatHomeInChina,therearemanyresearchachievementsabouterroranalysis．GuiShichun(1985)pointedoutthaterroranalysisisthemethodthatallteachersshoulduseforreferenceandthemethodcouldrevealgeneralandspecialerrorsofstudents．HeputforwardfourtypeserT．o璐andtwodifferentattitudetoerrors．WangChuming(1990)introducedandanalyzedeontrastiveanalysisanderroranalysisindetail．Hepointedoutanalyzinglearners’e-TI'OrscanhelpUStocognizethattheprocessofsecondlanguageacquisitionis“acreativeconstructionprocess"，andlearners’elTOrsare‘"thewindowofthemind”，becauseyou啪findlearners’psychologicalprocessandlanguage14\nLiteratureRenewstrategieswhichareused．DaiW萌dongandShuDingfang(1994)summarizedsomeproblemswhichappearsinthestudyofcontrastiveanalysis，eI'roranalysisandinter-language,andpointedouttheseteachingtheorieshavegreatsignificancetoteaching，atthe$alTletime，listedtheirlimitationsandsomeproblemswhichshouldbepaidattentiontoinpractice．GaoXia(2006)analyzedreadingelTOrsofChineselearnersofEnglish．Theresearchstudiedlearners’variouserrorduringreadingthroughanalyzingreadingsamplesof125ChineselearnersofEn哲ish．HeAnping(2008)analyzedoralsegmentalerrorsofChineseadvancedlearnersbasedoncorpus．CaoQingyu(2009)analyzedoralEnglishelTOrsbasedontranscribedspeechdata．Basedonerroranalysistheory,shetooklastedtwoyearstranscribedspeechmaterialsofuniversitystudentswhoarenon-Englishmajor雒sample．studieduniversityEnglishlearners’oraldiachronicchangeandexploreduniversityEnglishlearners’mainareaoforalEnglisherrorandthemajorcausesofcommunicationfailure．MaYinglian,MaoHongmeiandYuanRong(2010)analyzedEnglishmajorstudents’recitingphoneticeITOrsinnormaluniversity．Inthearticle，theauthorexploredrecitingphoneticerrorfromfouraspects：substitutionerrors，additionerrors，deletionerrol甚andstressermrs．15\n山西师范大学学位论文16\n3．ResearchMethodologyThepreviouschapterhasintroducedsometheoreticalknowledgeabouterroranalysis，andbasedontheaboveknowledge，youcanunderstandthefollowingknowledgeeasily．Firstofa11．thischaptershowstheresearchquestionsofthestudy．Basedonthese，theauthorpresentssubject，datacollection，instrumentsandproceduresofthestudy．3．1ResearchQuestionsWeallknowthaterrorsareinevitableintheprocessoflanguagelearning．Theycanbeconsideredtobeakindofinter-language，butnottobelearningdisabilitieswhichareneededtObecompletelyeradicated．Errorsareroadsignswhichcanleadtoperfect．Throughobservingtheseroads，weCallknowwhatstagelearners’inter-languagedevelops，thenwecancomprehensivelyanalyzeerrorstoexplorethereasonsofcausingerrors，topreventorreducelanguageerrors，andfinallytoimproveEnglishlevel．Therefore,forEnglishlearners，errorsmadebylearnersareveryimportanttoimprovetheirEnglishlevel．Inordertoimprovemiddleschoolstudents’Englishlevel，thestudymainlystudiesmiddleschoolEnglishteachers’phoneticerrors．Thestudymainlystudiesthefollowingquestions：1)Whatarethemainphoneticerrors’typescommittedbyPingshunmiddleschoolEnglishteachers?2)Whatarethefrequencyandpercentageofeachtypeofthephoneticerror?3)Whatarethemainsub—typesofeachtypeofthephoneticerror?4)Whatarethepossiblereasonsofthesephoneticerrors?3．2SubjectsThesubjectsofthestudyareninePingshunmiddleschoolEnglishteachers．However,theageoftheninemiddleschoolEnglishteachersisverydifferent，theirteachingexperiencesarealsodifferent，andtheirstudentsarealsodifferentgrade．Theirstudentsaregradeoneandgradetworespectively．IntheninePingshunmiddleschoolEnglishteachers，thereareonlyonemalemiddleschoolEnglishteacher,andtheothereightmiddleschoolEnglishteachersarefemale．AndtherearefivemiddleschoolEnglishteacherswhoaregradeone，andtherearefourmiddleschoolEnglishteacherswhoaregradetwo．Theabovecontentsareaboutthesubjectsofthestudy．3．3DateCollectionGenerallyspeaking,thematerialsofmanyresearchesstudyingspoken盱l'Orsorphoneticerror8aremainlyfromstudentsorteachers’experiences，andSOon，buttheyalldon’t\nLlJ阳师范人’Z。Z何论文haveenoughpersuasiveness．Inthepast20years，alongwiththedevelopmentofcorpuslinguistics，thematerialsofsomeresearchesstudyingspokenerrororphoneticelrorsarefromreadycorpus，forexample，CLEC—ChineseLearnerEnglishCorpus，SWECCL—SpokenandWrittenEnglishCorpusofChineseLearners，andCOLSEC—CollegeLearners’SpokenEnglishCorpus，andSOon．Butthesematerials，generallyspeaking,arcfromspokenEnglishtestorfromreadyrecitingmaterial，thatistosay,theabovematerialsarenotnaturalstate，However,thematerialsofthestudyarefromthenaturalstateoftheninePingshunmiddleschoolEnglishteacherswhogivelessonsinnaturalstateinPingshunmiddlesch001．Firstofall，thesematerialsaretapeswhicharerecordedbytheauthor’SteacherherselfinthePingshunmiddleschoolwithcamera，thereforethesetapesarekeptallaccountofnaturalstatementofgivinglessonsoftheninePingshunmiddleschoolEnglishteachers．Then，whentranscribingthesetapesintowords，theauthorcarefullytranscriptsthecontentsbasedonthetapes．Finally,theauthorgetsthedatacollectionsforthestudy．3．4ProceduresTheproceduresofthethesisareinthefollowing：First，theteachersoftheauthorgotoPingshunmiddleschool，whicharelocatedinChangzhiCity,ShanxiProvincetorecordvideosofthePingshunmiddleschoolEnglishteachersnaturalEnglishclasses，Second,theauthortranscribesthesevideosintotextscarefully．Third，theauthorannotatesthesetextsaccordingtoannomfionmethodsoftheCOLSEC(CollegeLearners’SpokenEnglishCorpus)corpus．Fourth，theauthorfindsoutthephoneticerrorsmanually．Inordertoavoidsubjectivity,theauthoraskshertwoclassmatestohelphertocheckthecontentscarefully,whoarebothstudyingforpostgraduatesdegreeofEnglishmajorinShanxiNormalUniversityandwhohaveabilitytofindoutthephoneticeITOI'S．Fifth,theauthorcountsthetotalnumberofphoneticerrorsmanually,findsouttheirsub—tYPe,andanalyzespossiblereasonsofthephoneticeITOl瞎．18\n些!鲤旦!!竺竺璺里!!竺!!竺翌211塾!呈坠!型垄里竺坚4．DescriptionandDiscussionofthePhoneticErrorsCommittedbyPingshunMiddleSchoolEnglishTeachers4．1DescriptionofthePhoneticErrorsBeforedescriptionphoneticerrors，theauthorintroducessomerelevantknowledgewhichmayhelpyoutobetterunderstandthelaterknowledge．4．1．1PrinciplestoRecognizePhonologicalErrorsBeforeanalyzingphoneticerrorsindetail，theprinciplestorecognizephoneticerl'orsshouldbeintroduced．Theprinciplestorecognizephoneticerrorsareinthefollowing；(1)ThematerialsarejudgedaccordingtotheInternationalPhoneticAlphabet,andanynon-standardpronunciationisconsideredtobeanerroL(2)ChineselearnersreceivebothBritishEnglishandAmericanEnglish，therefore，thebothstandardpronunciationsarenotphoneticff／rors．Forexample，thesentence,"thefirstclonefromanadultanimalisdollythesheep，lived，livedsixandahalfyears”．Inthesentence，theword“adult'’，youcallreadeither【a'd^lqor【‘雹ld^It】，andthetwopronunciationsarebothright，because【a’dMt】isAmericanpronunciation，and【‘rod^It】isBritishpronunciation．’(3)WhenlearnersspeakEnglish，theydon’tfollowtherules，includingreduction,strongreading，weakreadingandliaison,wecan’tjudgethattheycommit盯l'OrS，becausetheserulesbelongtoinflection．Forexample，thesentence，“Ok，now,let’Slookatthepicture"．Inthesentence,ifthespeakerpronounces“look【luk】at[aet]”，butnot“lookat[1ukzet]”，itisnotallerror．These廿'l'orsdon’tbelongtophonetic钌髑，becausetheseelTOrsbelongtoinflectioninthestudy．(4)AlthoughgrammaticalerrorsalsoCancausemisreadinginpronunciation，theyarenotphoneticerrors．Forexample，thesentence，“haveyoufinish?”Inthesentence，theword“finish’’shouldbe“finished”．Itisawrongform，butitisnotaphonologicalerror,anditisagrammaticalerroL(5)Iflearnersimmediatelycorrecttheirphonologicalerrors，thesephoneticerrorsarenotconsideredtobeeaTors．4．1．2TypesofPhoneticErrorscommittedbyPingshunMiddleSchoolEnglishTeachersBeforethestudy,theauthordoesapilotstudyandfindsthemainphoneticerrorsofPingshunmiddleschoolEnglishteachersarethefourtypes：substitutionerrors，addition19\n山西师范大学学位论文廿l'Ors，deletionerrorsandstresserrors．LinguistSuenobu(1992)dividesphonologicalerrorsintosixgroups：voweladdition,vowelsubstitution,consonantdeletion，stopelTorsandstresserro腮．Atthesan!etime，accordingtoGaoxia’SstudyChineseEnglishlearners’readingerrorsofempiricalresearch，thephoneticerrorsaredividedintofourtypes：substitutionerrors，additionerrors，deletionerrorsandstresserrors．Notalsothese,inthecollegelearners’spokenEnglishcorpus，thephoneticerrorsarealsodividedintothefourkinds：substitutioneITers，additionerrors，deletionerrorsandstresserrors．Basedontheaboveinformation,theauthordividesphoneticerrorsofPingshunmiddleschoolEnglishteachersintothefourkinds：substitutionerrors，additionerrors，deletionerrorsandstresserrors．(1)Substitutionerrorsmeanmispronounceonephonemeforanother．Forexample,thesentence,“inthefifthday,thegodcreatedlivingcreatures【Ws-S】intheairandsea”．Inthesentence,theword“creatures”shouldberead[‘kri：ffoz】inthefightway,buttheparticipatereadit【‘kri：tfos】inthewrongway．Thatistosay,theabovewrongreadingisasubstitutionerror．(2)Additionerrorsrefertoaddingaphonemethatoriginallydoesnotexist．Forexample，thesentence，“thenewspaperwill【P21一a】followXielei’Sprogressinlatereditions”．Inthesentence，theword‘'will”isread【wile】inthewrongfrom，because[a】isadded．Theaboveell'Orisregardedasanadditionerror．(3)DeletionerrorsarethoseelTOrscausedbydeletingaphonemethatoriginallyexists．Forexample，thesentence，‘"today,wewillleamunit[Mu】four'’．Inthesentence，theword‘'unit【‘ju：nit]”isread[‘nit】inthewrongfrom，becausetheletter‘、r’isomitted．Therefore，theaboveerrorisadeletionarror．(4)StresselTOrsmeansplacingwrongstressinaword．Forexample，pronouncingthewordanalysis【a’naelosis】as【‘an霉losis】andatmosphere【‘ajtmasfia]as[aetmos‘fia】aretypicalexamplesofstresserrors．4．1．3TaggingofPhoneticErrorsFirstofall，thesematerialsaretapeswhicharerecordedbytheauthor’SteachersinPingshunmiddleschool，thentheauthortranscriptsthesetapesintowordscarefullyaccordingtothesetapes．Notonlythese，iferroranalysiswantstobevalid，thedatatranscriptionmustbeaccurate．Inthisstudy,theauthortranscriptsandlabelsmethodsofphoneticerrorsmainlybasedonanessayCollegeLearners’SpokenEnglishCorpus’DesignDisciplineandLabel,\nDescriptionandDiscussionofthePhoneticErrorswhicharewrotebyprofessorWeiNaixing，LiWenzhongandPuJianzhong．htheprocessofcodingitems,allspeecherrorcodesshouldbeplacedinsquarebracket“【】’’’whichisaddedafteraspeechelTOLConcretecodingitemsofthefourtypephoneticglTorsareinthefollowing：(1)Substitutionerrorsmeanmispronounceonephonemeforanother．Substitutionerrorsusetheuppercaseletter“W”torepresent．Mispronunciationletterorlettersaremarkedaftertheuppercaseletter“W”，andthenusesomecodestorepresentwrongsound．Forexample,“these(Wth—z]”expressestheletters‘'th”intheword“these'’aleread【z】bymistake．Iftherearerepeatedlettersinthemisreadingwords，youcanusenumbertoexpressmispronouncedletter．Forexample，‘'banana【W2a-ae]”expressesthesecond“a’，ismispronouncedinto【纪】．(2)Additionb-xl'or8refertoaddingaphonemethatoriginallydoesnotexist．AdditioneTI"Orsusetheuppercaseletter“P'’torepresent．Nextlabeltheletterorletterswhichareaddedthephonemeorphonemcsaftertheuppercaseletter‘‘P’’，andthenaddspacemark66_’，，andfinally,expressaddedphonemeorphonemeswithconcreteletter．Forexample，“class【Pa-r]”expressesthatadding【r】aftertheletter“a’’intheword“class”．Iftherearerepeatedlettersintheaddedword，youcarlusenumbertoexpressconcreteletter．Forexample,‘*SUCCess[Pie．-州”expressesaddingavowel“【a】'’afterthefirst“c，’intheword“success”．(3)DeletionorrorsarethoseeTI'OI"Scausedbydeletingaphonemethatoriginallyexists．DeletionerrorsUSetheuppercaseletter‘‘M”torepresent．Thenlabeldeletedaletterorletters．Forexample,‘'human[Mn]”expressesthattheletter“n”intheword‘'human”isdeleted．Iftherearerepeatedletters，youCallusenumbertoexpressconcreteletters．Forexample，“magazine【M2a]”expressesthatthesecond“a”intheword“magazine”isdeleted．(4)Stresserrorsmeansplacingwrongstressinaword．StresselrorsUSetheuppercaseletter“S”torepresent．Displacedsyllableusesnumbertoexpressaftertheuppercaseletter“S”．Forexample，‘'psychological[s2]”expressesthatthestressintheword‘'psychological”isdisplacedinthesecondsyllable．4．2ThePhoneticErrorsDistributionofthePingshunMiddleSchoolEnglishTeachersInthepreviouschapters，theauthorhasintroducedhowtocollectandclassifyphoneticelTOrswhicharecommittedbyPingshunmiddleschoolEnglishteachers．Inthechapter,theauthorwillorganizeallthephoneticerrorscommittedbyPingshunmiddleschoolEnglishteacherstofindoutthecharacteristicsofthePingshunmiddleschoo】Englishteachers’21\n山西师范大学学位论文phoneticerrors．TheoutcomeofphoneticerrorscommittedbyPingshunmiddleschoolEnglishteacherscollectedinthestudyisshowninthefollowing：Table4-1Types，OccurrencesandPercentageofPhoncticErrorscommittedbyPingshunMiddleSchoolEnglishTeachersTypesofphoneticerrorsOccurrencesPercentageSubstitutionerrors45179％Additionerrors336％Deletionerrors7713％Stresserrors12Z％Total573100％Fromtheabovetable4-1，WCcanknowtypes，occurrencesandpercentageofphoneticerrorscommittedbyPingshunmiddleschoolEnglishteachers．ThetotalnumberofphoneticeITOrscommittedbyPingshunmiddleschoolEnglishteachersis573．IntheallphoneticgTrors，OCCUrrencesofsubstitutionen'orsis451，takingupabout79％ofthetotalphoneticeWl'OrSanditisthemostdistinctiveerror．Inthesecondplaceisdeletionerrors，whoseocclltTenceis77，andpercentageisabout13％．Next,thenumberofadditionerrorsis33，andabout6％ofthetotal．StressCTI'OrSarethelast，whoseoccurrenceis12，andwhosepercentageisabout2％ofthetotal．Fromtheabovetable4-1，WeCallknowthatthesubstitutionerrorsarethemostdistinctivephoneticerrors，andtakingup79％ofthetotal．Deletionerrorsareinthesecondplace．AdditionClTOrsarenext．Stresserrorsarethelast．NOW,let’SstudythefourtypesofphoneticCITerScommittedbyPingshunMiddleschoolEnglishteachersindetailinthefollowing：4．2．1SubstitutionErrorsandtheSubcategoriesTable4-2Subcategories，Occurrences，Percentage，andInstancesofSubstitutionErrorsNumberSubcategoryOccurrencePercentageInstancel[Ws-s】13028．3％stars2【We-a】224．8％the3【wen-ai]1O．2％SenSe4[Wtro-do：】lO．2％astronomy5【Wtll一S】204．4％earth6【Wu-ae】2O．4％Jupiter\nDescriptionandDiscussionofthePhoneticErrors7[Wu-铷】20．4％Uranus8【Wr-V】20．4％Uranus9【W1e-o】1O．2％separates10【Wh—w】．20．4％humans1l【Wour-o：】1O．2％fourth12【Wy-a】40．9％theory13[Wo-OU】30．7％solid14【Wx-S]30．7％text15【Wi-ai]40．9％dinosaur16[Waur-ou]，40．9％dinosaur17[Wp-b】20．4％exploded18[Wu-0】51．1％fundamental19【Wi-U】l0．2％filied20【Wa-o】l0．2％bigbang2l[Wi-e】lO．2％reptiles22【Wvent-tect】lO．2％prevent23【Ws—S】1O．2％result24[Wu—OU】l0．2％result25[Woo—o：】51．1％n100n26【Wse-S】5512．2％please27[Wou一3：】lO．2％aloud28[Wu·o】20．4％di伍cult29[Wd—t】10．2％understand30[Wsh·S】10．2％she31[Wi一霉】71．1％five32[Wv-f】61．3％five33[Wth-Z】6013．3％the34【Wc·k】10．2％discuss35【We-e】10．2％editions36【Wlo-e】lO．2％accommodation37[Wo·all】20．4％month38【Wed-d】122．7％published\n山西师范大学学位论文39[Wa-e]20．4％carefully40【Wses-sis】40．9％phrases41【Wai一茁】l0．2％explain42【Ws-z】l0．2％sentences43【Wou·卸】1O．2％aloud44【Wa．茁】51．1％plant45【Wo·we】‘71．6％0ne46【Wen·i】30．7％happens47【Wo—a】1O．2％complete48[Wu-茁】40．9％understand49[wj-j】10．2％major50【Wle-ai】20．4％twelve5l[Wy-e】l0．2％why52[Wsial-fa】l0．2％eontroversial53[Wiew-il】2O．4％V1eW54[Wx-s】3O．7％next55【Wu-i】l0．2％Uranus56【W2n-rj】2O．4％Neptune57【Wts-S]1O．2％scientists58【Wai—e】40．9％maln59【Wa-ai】1O．2％match60[W2a-i】51．1％paragraph61[Wf-s】l0．2％of62【Wi·a】10．2％reptiles63【Wi·e】1O．2％nSe64[Wa—ei】lO．2％began65【Waim—i：】l0．2％almS66【Wwer-ta】IO．2％anSⅥ，er67【Wow-o：】lO．2％know68[Ws-r]10．2％result69[Wea-ei】153．3％please70【Wm·r】10．2％maln\nI7l【Wpha-bu]10．2％emphasis72[Wlai-rae】1O．2％explainInthetable4-2，itmainlyshowsyousubcategoriesofsubstitutionerrors，andtheirocculTcllCe,percentage,andinstance．Inthetable4-2，thereareabout70subcategoriesofsubstitutionerrors，butthepercentagewhichtakesupthetotalisverydifferent，therefore，theauthorwillstudythesubcategorieswhoseoccurrencesisover10(including10)here，andtheresultisinthefollowing：Table4—3Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorsNumberSubcategoryOCCUlTencePercentageInstance1[Ws-S】13028．3％starsFromtheprevioussection，wehaveknownthatsubstitutionerrorstakeupthelargestpercentageinallthephoneticeWfOl'8committedbyPingshunmiddleschoolEnglishteachers．However,inthesubstitutionerrors，thekindofsubcategoryofsubstitutionelTOrs“[Ws—s】”takesupthelargestpercentageofabout28．3％，whichisOVeronefourthofallsubstitutionerrors．ThekindofsubcategoryofsubstitutionelTOrS“[Ws—s】”mainlymispronouncesthepluralofthenoun．Generallyspeaking,ifyouwanttochangeanounformfromitssingulartoitsplural，youCanaddaletter“S’’afterthenounsingular．Thefightreadingsofanoun’spluralareinthefollowing：Iftheletter“S”isaddedafteravoicelessconsonant，itshouldberead【s】．Iftheletter“S”isaddedafteravoicedconsonantoravowel，itshouldberead[z】．However,inthephoneticerrorsanalysisofPingshunmiddleschoolEnglishteachers，thekindofsubstitutionelTor【Ws—S】meansthat“S”shouldberead【z】addedaftervoicedconsonantorvowel，but80meofPingshunmiddleschoolEnglishteachersmispronounce[s】．Thekindofsubcategoryofsubstitutionerror[Ws-s】takesupthelargestpercentage．What’Smore，allthePingshunmiddleschoolEnglishteachersinvestigatedcommitthekindofsubcategoryofsubstitutionerror‘[ws—s】．’Theindexesareinthefollowing：1．science【Men]ofthestars【Ws-s】，the2．explainoneoftheproblems[Ws-s】，3．Whenshouldyouchoose【Wse-s】relativepronouns[Ws-s】4．the【Wth—z】difficulties【Ws-S】xieleimetwhile【MI][PI·a]livinginLondon，\n山西师范大学学位论文5．fifteenthousandyears【Ws-s】ago．6．manyscientists【Men][Wts-s】ideas【Ws-s]．7．gardeners【Ws-S】Callmakealotofmoneybycloningplants【Wa-∞】，trueorfalse．8．youCarltryto，trytofindrules【Ws—S】foracloze,9．boys[Ws·s】andgirls[Ws-s]，10．becauseshedidn'tgiveherownopinions【Ws-s]11．Asaresult【Ws-s]．12．becomes[Ws-s]．13．as【Ws—s】，which，who，whom，l4．1et’S【??】theexercise[Ws·S】together,15．whatproblems[Ws—S】mayarise【Ws-s】16．cloningmeans【Ws-S】makingacopyofananimaloraplant，trueorfalse．17．paragraphoneismainideas[Ws—S】a，b，C，dore．18．thenfinishexercise【Ws-s】one【We-we]，19．第四个选的tries【Ws-s】，d，对吧?20．payattentiontoUSe[Ws-S】whatwehavelearnt,Table4-4Subcategory,Occurrence，Percentage,andInstanceofSubstitutionErrorslNumberSubcategoryOccurrencePercentageInstanceJ33【Wm．z】6013．3％theIThekindofsubcategoryofsubstitutionb-丑'l'or8【WtlI-z】meansthattheletters‘"th”shouldberead[6】，butmispronounced【z】．Theoccurrenceofthekindofsubcategoryofsubstitutionerror【Wth-z】is60，anditspercentageis13．3％．Thekindofsubcategoryofsubstitutionerrors“[wth-z】’’isinthesecondplace,andalsoisacommonsubstitutionerror．Mostteacherscall’treaditaccurately．Thisisbecause【6】don’texistinChinese．Chinesearenotfamiliarwi也【6】andmeyfinditdifficulttoaccuratelypronounce，therefore，Chineselearnersusesimilarphoneme【z】Ztoreplace[6】．Theindexesareinthefollowing：1．wehavepredictthe【Wth-z]text2．what’Sthecontentofthis【Wth-z】text3．discuss[We-k】with[WⅡl-z】eachotherandthencheckyouranswers[W2s·S】4．wheredoyoutlliIll【this[Wth—z】articlemighthavebeenpublished【Wed—d】?5．inthis[Wth-z】articletherearemanyphrasesandnewwords\nDescriptionandDiscussionofthePhoneticErrorsTable4-5Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrors『NumberSubcategoryOccurrencePercentageInstance26【Wse-s]5512．2％pleaseThekindofsubcategoryofsubstitutionerror【Wse-s]meansthattheletters“se"’shouldnotbepronounced【s】，buttheteachersreadit[s】．Fromtheabovechart，WeCanknowthatoccurrenceofthekindofsubcategoryofsubstitutionerror[Wse—s】is55anditspercentageis12．2％．Thekindofsubcategoryofsubstitutionerror【Wse-s】isinthe衄rdplaceintheallsubstitutionerrors．Theindexesaleinthefollowing：1．sitdown，please【Wse-s】2．900dmorning，everyone，sitdown,please【Wse-s]．3．youareri曲t，sitdown，please【Wse·s】4．yes，verygood，thankyou，sitdown，please【Wse—s】5．please[Wse-s】turntopageeightytwo6．Whenshouldyouchoose[wse-s]7．Whenshouldyouchoose【Wse-s】relativepronouns【Ws-S】8．which，who，whom，whose【Wse—S】9．那你认为whose[Wse-S】10．Whose[Wse-s]，应该做的是什么成分呢?Table4-6Subcategory,Occurrence，Percentage,andInstanceofSubstitutionErrorsINumberSubcategory0ccurrencePercentageInstance2[We-o】224．8％theTheoccurrenceofthekindofsubcategoryofsubstitutionerrors[We·a】is22andit’Spercentageis4．8％．Thekindofsubcategoryofsubstitutionerrors[We—a】meansthattheletter“e'’shouldnotbepronounced[a】，buttheteachersmispronounceit【a】anditmainlyrepresentsthedefinitearticle“the'’．Therightreadingsofthedefinitearticle“the’’arethatifitiSaddedafteraconsonant，itshouldberead【6a】，butifitisaddedafteravoweloremphasized，itshouldberead[6i]．However,mostofPingshunmiddleschoolEnglishteachersmispronounceit【6i]whichshouldberead【001．Theindexesaleinthefollowing：1．what’Smeaningofthe[We-卅astronomy．27\n山西师范大学学位论文2．weknowthe[We-o】originoflifeonearthisaquestionthatinterestsastronomers，3．inchina,weallknowthatpanguseparatestheskyfromthe【We-a】earthand女娲madehumans．4．awidelyacceptedtheoryabouttheformationofthe[We-a】universe,5．then,howdoyouknowthe【We-a】answerisd，6．the【We-o】importantofwaterforlife7．the[We-a】atmosphereontheearthappear?8．plantsplayedanimportantpartinthe【We-9】appearofthe【We-a】animals，9．inthe【Wb-a】unitone，10．youCanfindthe[We-a】answertotheteacher’S【Ws-S】questions[Ws-s】．Table4-7Subcategory,Occurrence，Percentage，andInstanceofSubstitutionEnD体INumberSubcategory0ccurrencePercentageInstanceIl5【wtll-s】204．4％earthIl11hekindofsubcategoryofsubstitutionerror【Wtll—s】me柚sthattheletters‘'th”shouldnotbepronounced【s】，butsomeofthePingshunmiddleschoolEnglishteachersmispronouncedit【s】．Fromtheabovechart，wecanknowthattheoccarrerlceofthekindofsubcategoryofsubstitutionerrors【Wth-s】is20andit’spercentageis4．4％．Thecausesofthekindofsubcategoryofsubstitutionerror【Wm-s】alesimilartothecausesofthekindofsubcategoryofsubstitutionerror【WtII·z】．ThecausesofthetwokindsofsubcategoriesofsubstitutionerrOrsarethat【0】and【6】don’texistinChinese．Chineselearnersfindthemdifficulttoaccuratelypronounce，andtheyusetheapproximate【S】and[z】toreplacethem．Therefore，thetwokindsofsubcategoriesofsubstitutionglTOrsareproduced．Theindexesaleinthefollowing：1．inChina,weallknowthatpanguseparatestheskyfromtheearth【Wtll-s】and女娲madehumans．2．thefourth【Wth-s]，3．sixteencenturyithapp∞edSpanishsoldiersarrivedinthesouth[Wtll-s】American．4．thefiful[Wtll-s】，5．sixteenth【Wm-s】century．Table4-8Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorslNumberSubeategoryOcculTcncePercentageInstancel69【Wea-ei】153．3％please\nDescriptionandDiscussionofthePhoneticErrorsFromtheabovechart，wecanknowthattheOCCUrrCrlceofthekindofsubcategoryofsubstitution黝[Wea-ei】is3．3％takingupofthewholenumberofsubstitutionerrors．nekindofsubcategoryofsubstitutionerror[Wea-ei】meansthattheletters“OS”shouldnotbepronounced【ei]，butthesomeofPingshunmiddleschoolEnglishteachersmispronouncedit【ei】，1kkindofsubcategoryofsubstitutionerror“[Wea—ei]”mainlyistheword‘'please'’．Therightreadingoftheword‘'please”hastwopatterns，andtheyare【pli：z]，whichistheBritishreading,and【pliz]，whichisAmericanreading．However,mostthePingshunmiddleschoolEnglishteachersmispronouncedit[pleis]．Theindexesareinthefollowing：1．please[Wea-ei】sitdown2．please【Wea-ei】takeoutapieceofpaperandpen，3．youtwoplease【Wea-ei】，4．please【Wea-ei】comehere，5．please[Wea·ei】translatethesentenceinEnglish，6．please[Wea-ei】checkyouranswer,7．please【Wea-ei】lookattheblackboard．8。Please[Wea-ei】gobackyoursit,9．please【Wea-ei】discusswithyourpartners【Ws-s】，10．Canyouplease【Wea-训?Table4-9Subcategory,Occurrence，Percentage,andInstanceofSubstitutionErrorsNumberSubcategoryOccurrencePercentageInstance38[Wed-d】122．7％publishedFromtheaboved}lan．wecanknowthattheOCCUITenceofthekindofsubcategoryofsubstitutionerrors【Wed—d】is12andit’Spercentageis2．7％．Thekindofsubcategoryofsubstitutionerrors[Wed-d】isabouttheletters“ed”whichissuffixofthepasttenseandthepastparticiple’Sverb．Therightreadingofthesuffix“ed'’ofthepasttenseandthepastparticiple’Sverbisthatif“ed”isaddedafteravoicelessconsonant，itshouldberead[t】，。forexample,helped【helpt]andfinished[‘finift]；if“ed”isaddedafteravoicedconsonantoravowel，itshouldberead【d]，forexample，stayed[steid】andagreed【a’gri：d】；if“ed”isaddedafterconsonants【t】tor【d】，itshouldbepronounced【id]，forexample，wanted【‘wontid】andneeded[‘ni：did]。However,someofthePingshunmiddleschoolEnglishteachersmispronouncetheletters“ed”[I]，whichisaddedafteravoicelessconsonantisaddedaftera\n山两师范大学学位论文voicedconsonantoravowel，into“ed”[d】，whichisaddedafteravoicedconsonantoravowel．Theindexesareinthefollowing：1．andfifth[M21q[Wth-s】day是created[Wed-i日】livingcreatures【Ws—S】intlleairandsea,2．wheredoyou眦nkthis【Wth-z】articlemighthavebeenpublished【Wed—d]?3．Haveyoufinished【Wed-d】allofyourtasks．4．howisacloneproduced[wed·d】5．settled【w甜一s】pattern，固定的句型，111eoccurrenceofothersubcategoriesofsubstitutionerrorsislessthan10．butmostofothersubcategoriesofsubstitutionerrorsalevowelsubstitutioncrroi弓．Gaoxia(2006)exploredthereasonsofthephenomenon．Shefindsthatconsonantarticulationandpronunciationareclearandspecific，becausemeyareeasytomaster,whilevowelpronunciationmainlydependonmouthshapeandsize，theyaredifficulttomaster．ThefrequencyOCCUlTenCOofsubcategoriesofsubstitutionerrorsisbelow10，thesubcategofiesofsubstitutionerrorsarevariousandtlleydon’tfocus．Theexamplesareinthefollowing：Table4—10Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorsJNumberSubcategoryOccurrencePercentageInstanceI4【Wtro—do：】l0．2％astronomyForexample：“c,onln'lonsenseoftheastronomy[Wtro-da：]．’’Table4-11Subcategory,Occurrence，Percentage,andInstanceofSubstitutionErrorsINumberSubcategoryOccurrencePercentageInstanceI6【Wu一翻20．4％JupiterForexample：“Jupiter【Wu-ae]．”Table4·12Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorsINumbeiSubcatcgory0ccurrencePercentageInstancel67【Wow-O：】1O．2％knowForexample：‘qastclass，wehave,wehaveknow[Wow-o：】yourresult．”\nDescriptionandDiscussionofthePhoneticErrorsTable4—13Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorsNumberSubcategoryOccurrencePercentageInstance48【Wb-∞】40．9％understandForexample：“this[Wth-z】learningtips．Understand【Wu一犯】?”Table4-14Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorsNumberSubcategoryOccurrencePercentageInstance31[Wi一冒】71．1％fiveForexample：“1willgiveyoufive[Wi一把】minutestofinished．”Table4-15Subcategory,Occurrence,Percentage，andInstanceofSubstitutionErrorsJNumberSubcategoryOccurrencePercentageInstanceI50【Wle·ai】20．4％twelveForexample：“tumtopagetwelve[Wle-ai]．’’Table4-16Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorslNutuberSubcategoryOccurrencePercentageInstancef．51[W弘e】lO．2％whyForexample：“thefourth，thefourth，why[W弘e】iscloningcontroversialinsomecountries．’’Table4—17Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorsNumberSubcategoryOccBrrencePercentageInstanceI“[Wa—ei】lO．2％beganForexample：“Began[Wa-ei]”Table4—18Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorsINumberSubcategoryOccurrencePercentageInstancel35【We-e】1O．2％editionsForexample：“thenewspaperwillfollowXielei’Sprogressinlatereditions[We-e1．’’3I\n山西师范大学学位论文Table4-19Subcategory,Occurrence，Percentage，andInstanceofSubstitutionErrorsINumbcrSubcategoryOccurrencePercentageInstance36【Wlo—e】10．2％accommodationForexample：‘'Accommodation[Wlo-e]orapartment?’’4．2．2DeletionErrorsandtheSubcategoriesTable4-20Subcategories，Occurrences，Percentage，andInstancesofDeletionErrorsNumberSubcategoryOccurrencePercentageInstancel[Mu】11．3％unit2[Men】33．9％SClenCe3[Mno】11．3％astronomy4【Mn】ll14-3％month5[Mnus】22．6％Uranlls6[Mli】11．3％religion7【Med】11．3％separated8[Ms】67．8％religious9[M2fJl1．3％fifih10【Mg】33．9％bigbangll【Mo]22．6％dinosaur12【Mla】22．6％appeared14【Md】22．6％aloud15【Mlv】l1．3％solved16[MI】45．2％result17【Ming】33．9％teaching18【MI】1l14．3％while19[Mse】22．6％choose20一【Mi】11．3％everybody．2l[Mt】22．6％next22【Mrate】l1．3％seplarate23【Mv】l1．3％everything24[Men】l1．3％scientists25【Mlc】l1．3％accepted\nDescriptionandDiscussionofthePhoneticE耥26【Mp】l1．3％accepted27【Mks]l1．3％tasks28【Mk】33．9％task29【Mnu]l1．3％minutes30【Mi】22．6％it31[Mo】113％develop32’[Ma】11．3％disappeared33[Miew]11．3％reVl．ew34[Mm】22．6％emphasisWehaveknownthattheoccurrenceofdeletionerror3is77，andtakeup13％ofthewholephoneticerrors．111eabovetable4．3showsUSthesubcategories，OCCUlTenCCS，percentageandinstancesofdeletionerrors．Thereareover30subcategoriesofdeletionerrOrs，butpercentageofeachsubcategoryisdifferent，therefore,theauthormainlystudiesthesubcategoriesofdeletionerrorswhoseoccurrenc2is5orover5．Theresultsareinthefollowing：‘Table4-21Subcategory,Occurrence，Percentage，andInstanceofDeletionErrorsINumberSubcategoryOccurrencePercentageInstance4【Mn】1l14．3monthThekindofsubcategoryofdeletionerror3【Mn]meailsthattheteachersleaveouttheletter【n】whichshouldbespokenout．Theoccurrenceofthekindofsubcategoryofdelectionerrors【Mn】is1andtakesupalldeletionerror14．3％．Theindexesareinthefollowing：1．海王星，Saturn[Mn]，2．then，eachreligion[Mli][Mn】andculturehasitsownideaabouthowlifebeganonearth，3．SOwhetherlifewillcontinueontheearthformillions[Ws-S】ofyears【Ws-S】tocomewilldepend【Mn】onwhetherthisproblemCan【Wa-0】besolved【Mlv]．4．Youmayhavethreeminutestofindouttheexercisesonthescreen[Mn】5．sixmonth[Wo-au][Mn][Wth-s】ago，33\n山西师范大学学位论文Table4-22Subcategory,Occurrence，Percentage，andInstanceofDeletionErrorsJN啪berSubcategoryOccurrencePercentageInstancel18[M1】1l14．3％wmleThekindofsubcategoryofdeletionglTOrS【MI】meansthattheteachersomittheletter[1】pronunciation,whichshouldbespokenoutwhileitisread．Fromtheabovechart,weCallknowthattheoccurrenceofthekindofsubcategoryofdeletionell'OrS[M1】is1andtakesupl4．3％ofthenumberwhdeofdeletionelTOrS．Theindexesareinthefollowing：1．andsetoutwhatyoushoulddotoovercomethisdifficulty【Wu-o][MI】2．howdoyousolve[Wo-au】【M1]them?3．the[Wth-z】difficulties[Ws—S】xieleimetwhile【MI][PI·a】livinginLondon，4．the[Wth·z】newspaperwill[MI][P21-a】followXielei’S[Ws·S】progressinlatereditions[We-e][Ws·s】．5．XieleiisnOWgettingalongwell【MI][P21-o】andislivinganactivelife，getalongwell[MI][P21一a】．Table4-23Subcategory,Occurrence，Percentage，andInstanceofDeletionErrorsINumberSubcategoryOccurrencePercentageInstance8[Ms】67．8％religiousThekindofsubcategoryofdeletionerrors【Ms】pronunciation【s】，whichshouldbespokenoutwhileitisread．Theindexesareinthefollowing：1．andfilled[Wi-u]oceans【Ms]andseaswithoxygen,2．godspokeandcreatedtheSun，moon，andstars【Ms]，3．becauseyouCanleadsome，canleadorarise【Ws-s】questions[Ws-s】，understand【Wu-露】?4．ok，let’SOUI"class【Ms]，5．1willgiveyouanswer[Ms][Wwer-to]，4．2．3AdditionErrorandtheSubcategoriessomemoralorreligious【Ms】\nDescriptionandDiscussionofthePhoneticErrorsTable4—24Subcategory,Occurrence，PercentageandInstancesofAdditionErrorsNumberSubcategoryOccurrencePercentage111stance1【P奉一a11752％while2[P*-s】927％appear3[P*-I】39％globe4【P*-n】13％accommodation5【P*-i】l3％yourselves6【P*-ly]l3％awayly7[P}-z】l3％youNote：P·meansthewholenumberofadditiona'rors，forexample，【P奎一3】meansthewholenumberofadding【胡inadditionerrors．Fromtheabovechart,weCallknowthatthe003urrenc圮ofadditionenDllsiS33andtakeup6％ofthewholephoneticelTOrs．Fromthetable4．4，wecanknowthatthesubcategoriesofadditionerrorsare7，buteachsubcategorytakesupdifferentpercentage．Threesubcategofiesofadditionerrorsareobviousandtakeupmorelargerpercentage．Forexample，【P··∞，[P*-s]，[P*-I]．Theymeanadding【3】afteracertainphoneme,whichshouldnotbe。added．Firstofall，let’Slookatthekindofsubcategoryofadditionerror[P奉-3】．TheOCCBI'I'enCeofthekindofsubcategoriesofadditionerrors【P幸-3】is17andtakesup52％ofalladditionerrors．Theindexesareinthefollowing：1．thedifficultiesXieleimetwhile【PI—a】livinginLondon，2．thenewspaperswill【P2I-a】followxielei’Sprogressinlatereditions．3．pleaselookatthedetails【P1-3】4．100kattheblackboard[Pk—a】5．page【Pe-a】threeaskUStodoaimportanteventincalifornianhistory．Next，let’slookatthekindofthesubcategoryofadditionerrors[P*-s]．TlleOCCUlTenCeofthekindofthesubcategoryofadditionerrors【P*-S】is9andtakesUP27％ofalladditionerrors．Theindexesareinthefollowing：1．plantsplayedanimportantpartintheappear【Pr-s】oftheanimals2．isshefight[Pt-s】?3．and[Pd一8】whenyoupreviewthetext35\n山西师范大学学位论文4．haveyougot【Pt-S】yourfllISWeI"5．trytoexplain【Pn-s]yourmapThen，let’Slookatthekindofthesubcategoryofadditionerrors[P*-I]．neocgurrenc．．圮ofthekindofthesubcategoryofadditionelTOl墨[P幸-l】is3andtakesup9％ofalladditionerrors．Theindexesareinthefollowing：1．globe[Pc—l】2．1willgiveyoufive【Pe-1]minutestofinished3．becauseanimaldoneisdifficulttasktoundertakeandmanyattempts【Pp-I】toclonemammals筋lcd’没问题吧．Finally,let’Slookatthekindsofthesubcategoriesofadditionerrors【P搴-n】，[P*-i]，【P·-ly】，【P·一z】．Theoccurrenceofthemis1．Theindexesareinthefollowing：1．example,wetakeacuttingfromawaylyfPy-Iy】．2．mostofyou【Pz】havefinishit3．checkyouranswerbyyourselves[Pv-i】，4．Accommodation[Wlo—e】[Plo-n】orapartment?4．2．4StressErrorsandtheSubcategoriesTable4—25Subcategory,OccurrenceandPercentageandInstanceofStressE11rorsNumberSubcategoryOccurrencePercentageInstance1【S3】l8％result2[S2】1192％atmosphereFromtheabovechart,wecallknowtheoccur[enceofallstresserrorsis12andtakesup2％ofallphoneticerrors．Fromtheabovechart．wealsocarlknowthatstresserrorshavetwosubcategories，【S2】and【s3]，but【S2】isthemainsubcategoryandittakesup92％ofallstress戗'l'Ors．【S2】and【S3】thetwokindsofthesubcategoriesofstresserrorme觚sthatwordstressesaremistakenlymovedtothesecondorthethirdsyllable．Theindexesaleinthefollowing：1．thetitleisastronomy[S2]，2．howdidtheatmosphere[S2]ontheearthappear?3．eightplantscircle[S2】aroundtheSun，什么意思?4．Asaresult【s3]．\nDescriptionandDiscussionofthePhoneticErrors4．3ADiscussiononthePossibleReasonsofPhoneticErrorscommittedbyPingshunmiddleschoolEnglishteachersThepreviouschaptershaveintroducedcollection，identificationandclassificationofphoneticerrorcommittedbythePingshunmiddleschoolEnglishteachers．TheauthorintroducespossiblereasonsofthephoneticerrorscommittedbythePingshunmiddleschoolEnglishteachersinthissection．Aswea11know,thecauses0fe拍塔areverycomplicated．AsTaylor(1986)pointsout,theerrorsourcemaybepsycholinguistic，sociolinguistic，epistemic，ormaybethediscoursestructure．Asforthepossiblereasonsofphoneticell'Ors，differentscholarshavedifferent弧ews．Generallyspeaking,ChinesestudentsareoftentroublewitllEnglishspeechsounds，andtheyoftenfindEn#ishpronunciationhardtolearnforthem．ThisisbecausethephonologicalsystemofChineseisverydifferentfromthatofEnglish，andsomeEnglishphonemesdonothavetlleircounterpartsinChinese．ThereareothersresembleChinesephonemesbuttheyarenotidenticaltotheminpronunciation,andthusconfusionsappear．Inthefollowingparagraphs，theauthorwilldiscussthepossiblereasonsofthephoneticell'orscommittedbyPingshunmiddleschoolEnglishteachers．1．InterlingualErrorInterlingualerrorsarecausedbythemothertongue．Asweallknow,thelearner’sfirstlanguagemayfacilitatethesecondlanguagelearningwhenthetwolanguages’thestructuralsystemsaresimilar．Butifthefirstlanguagediffersfromthesecondlanguage，e．g．whenthetwolanguagessharetheSalnemeaningbuttheyexpressitindifferentways，allerl'orislikelytoariseinthesecondlanguage，becausethelearnermaytransfertherealizationdevicefromhisnativelanguagetothetargetlanguage．Thisisalsocallednegativetransfer．Generallyspeaking，theinterlingualerrorsmadebyChineselearnersarecausedbythefollowingmainreasons．First,ChineseandEnglishbelongtotwodifferentlanguagefamilies(Sine·TibetanandIndo·European)，thusnaturallytherearemanystructuraldifferencesexistingbetweenChineseandEnglish．Forexample．Chineseisatopic-dominantlanguagewhereasEnglishisasubject—prominentlanguage．Furthermore，Chineseisapragmaticorder-dominantlanguagewhileEnglishisagrammaticalorder-dominantlanguage．Second，ChineseandEnglishmensharedifferentculturalpatternsintheirvaluejudgment，beliefs，religionandsoon．IntheprocessofChinesespeakingEnglish，ChinesemayusetheChineselinguisticandculturalpatterns，thusChinesemaysaysomeunacceptableexpressionstothenativeEnglishpeople．Inthestudy,interlingualcitersofphoneticen-orScommittedbyPingshunmiddle\n山西师范大学学位论文schoolEnglishteachersaleshowninthefollowing：(1)SubstitutionErrorsFromthepreviouscontentsofsubstitutionerrors，wecanknowthattherealemanysubcategoriesofphoneticell'OrscommittedbythePingshunmiddleschoolEnglishteachers．Such船，thekindofthesubcategoryofsubstitutionOITOr[Ws·S】oftenappearsandtheOCCUITCnCCofthekindofthesubcategoryof[Wed—d】isalsobig,andSOon．TheabovementionedsubstitutionerrOrsalecausedbyinterlingualerrorormothertongue．Thisismainlybecausetherearenotsuchphonemes／0／and／6／inChinese,Chineselearnersusethenearestequivalentphoneme,／s／and／z／toreplacethephonemes／0／and／6／respectively．Forexample，thekindofthesubcategoryofsubstitutionerror【Wth-s】meansthatthelettersth'’shouldberead【0】，butChineselearnersmispronounceit【s】，thisisbecausethereisnotphoneme[0】inChinese，andChineseusetheChinesephoneme【S】Storeplacethephoneme【0】，therefore,interlingualerrorsproduce．Anotherexample,thesentence“sixteencenturyithappenedSpanishsolidersarrivedinthesouth【Wth—S】American’，，WhichischosenfromthePingshunmiddleschoolEnglishteachers’samples．Inthesentence，south【san0】mispronouncedsouth[sans]byteachersbecausethenegativetransferofthemothertongue，whichbelongstointerlinguageerror．(2)DeletionErrorInthedeletionb'玎I'OrS，thekindofthesubcategoryofdeletionell-Ors【M1】meansthatsomeofPingshunmiddleschoolEnglishteachersomittheletter【I】，whichshouldbespokenoutinthereadingprocess．Forexample，thesentence“thenewspaperwill【MI】followXielei’Sprogressinlatereditions．”Will[M1】meansthatintheprocessofreadingtheword‘Ⅵill”，【1】isomitted．Thekindofthesubcategorydeletionerrors【MI】occurduotothenegativetongue，whichbelongstointerlingualerrOL【1】hastwokindsofreadings．When【l】1isatthebeginningoftheword，it’Spronunciationisclear．forexample，thewords“like'’and“light'’．When[I】isattheendoftheword，itspron．unciationisambiguous，forexample,thewords‘'bill’’and‘"will”．However,[1】pronunciation—isdifficultforChinese，becausethereisnotthesamereadinginChinese．WhenChineselearnersmeet【l】1ambiguouspronunciation，t11eymaytendtoomitthesuffix【l】．Thekindofthesubcategoryofdeletionerrorsmainlybealsocausesbythenegativetransferofthemothertongue，whichbelongstoInterlingualtransfer．(3)AdditionErrorsIntheadditioneITOrS，[P·-3】thekindofthesubcategoryofadditioneTrors[P幸。3】\nDeseriptionandDiscussionofthePhoneticErrorsmeansthatlearnersadd【司inthereadingofwords．Forexample，thesentence：“lookattheblackboard[Pk一胡．”meansthattherightpronunciationoftheword‘'blackboard”is【‘bla：kb3：d】，butlearnersmispronounceit[‘blaekobo：d]，thatistosay,[a】isaddedafter[k】bymistake．Thekindofthesubcategoryofadditiona'rol'sisalsoduetothenegativetransferofthemothertongue，whichbelongstointerlingualerror．Generallyspeaking,Chinesesyllablesendwiththevowels，andconsonantsappearatthebeginningofsyllableandthenaddavowel，therefore，theaboveadditioncitercausesduotothenegativetransferofthemothertongue,whichbelongstointerlingualerror．2．IntralingualErrorLinguistTaylor(1989)findsthatattheearlystageofsecondlanguageacquisition,interlangualtransferislearner’SthemainS0urCesoferrors，andwhenlearnersgraduallyunderstandsecondlanguage，intralingualtransfergraduallyobviouslychanges．Intralingualtransferisfromtargetlanguage’Sinterference，becauselearnersdon'tunderstandordo矾completelyunderstandtargetlanguage．Intralingualerrorsmainlyhavetwokindsoftypes"overgeneralizationandoversimplification．(1)Overgeneralizationreferstothatlearnersexcessivelyexpandusingscopeofcertainrules．Thereflection一(e)sshowingapluralformofanoun，andthirdpersonsingularpresenttenseisoftenmispronounced．Thelesscon'nYlonerrors一(e)dindicatingpasttenseandpastparticiplearcoftenmispronounced．Thesemispronunciationsareduetoovergeneralization．therightreadingofapluralofanounorthethirdpersonsingularpresenttenseisinthefollowing：If“s'’isaddedaftervoicelessconsonant，itshouldberead【s】，andif“s’，isaddedaftervoicedconsonantorvowel，itshouldberead【z】．However,mosttheteachersmispronounce[S]duotothereasonofovergeneralization．Therightreading一(e)dindicatingpasttenseandpastparticipleisinthefollowing：if“ed”isaddedaftervoicelessconsonants。itshouldberead【t】，forexample，helped[helpt】andfinished【‘finift]；if“ed'’isaddedaftervoicedconsonantsandvowels，itshouldbe【t】，forexample，stayed【steid】anda黟eed【o’鲥：d】；if“甜’isaddedafterconsonants【t】or【d】，itshouldbepronounced【id]，forexample，wanted[‘wontid】andneeded【‘ni：did]．However,theteachersshouldread“ed”[t】，butmispronounced“ed”【d】duetothereasonofovergeneralization。(2)Oversimplificationistheoppositetoovergeneralization．JainM．P．(1974：198)in‘‘erroranalysis：source,causeandsignificance'’mentioned：‘inanylanguagelearningsituation，fromthatofachildlearninghisnativelanguagetothatofanadultlearningasecond\n山西师范大学学位论文language，thelearnings行ategytoreduce印eec：htoasimplersystemsearlstobeemployedbyeveryleamor⋯wedonotknowifspeechreductioninfirstlanguagelearningandadult’Ssecondlanguagelearningisqualitativelythesame．Whatisofimportartcetousisthatthisstrategyisemployedbythesecondlanguagelearner．’Usuallythelanguagelearnerstendtosimplifythegrammaticalrulesforthesakeofmemorizingthemeasily．Forexample,whenstudentsomittheinflections，suchasplural