1' forward

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??????????????????????

• ???,???
• (??????)

2

• ??
• (Introduction)
• ???????????????????
• 1. ?? (forward)
• 2. ????(Error Analysis)
• 3. ???? (Language Transfer)
• 4. ??? (Fossilization)
• 5. ???? (Error Treatment)
• 6. ???????(Some techniques of error correction)
• 7. ?? (Conclusion)

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• ????
• ??????,??????????????????????????,???????????????
  ????????????,???????????,?????????????????????????
  ??,?????????????????????????,????????????????????,
  ????????????,????????,???????????????????????????
  ??????????????????????????????????,????,??????????
  ??????????????????????????,??????????????????,????
  ?????????????????????????????????????????????????,
  ??????????????

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• ??????(Error Analysis)
• ?????????????????????????????(error,which is
  systematic),?????? (mistake, which is not
  systematic).
• ????????????????(errors)?
• 2.1. ????????????
• ???????????,???????????????????????????????
  ???????-??-???-???????????????????????,???????????
  ??????????,?????????????????????????????,?????????
  ????, ???????????,??????????????????,
• ????????????????????????????????????,????????????
  ????????,????????????????????????????????,????????
  ??????????????????????????????????????????????,?
  ??????????????????

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• 2.2. ????(contrastive analysis)
• ??????????????????????????????,????????????
  ??????????????????????????????????????????????????
  ???????,???????????????????????????????????????
• ?????????????????????????????????????????,????????
  ????????,???????????,?????????????????????????????
  ??????,???????????????????????????????????????????
  ??,???????????????,?????????????????Lado??
• We know from the observation of many cases that
  grammatical structure of the native language
  tends to be transferred to the foreign language
  we have here the major source of difficulty or
  ease in learning the foreign languageThose
  structures that are different will be
  difficult(Lado 1957, pp. 58-59)

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• 2.3. ????????????????
• ??????????,???????????????????????????????????????
  ?????????????????????????????-??????,?????????????
  ???????????????????????????????,??????????????????
  ??????It breaked?Mummy goed. ?????,?????????????,?
  ??????????????????,????,????????????????????,??
  John is easy to please. ? John is eager to
  please.???????????,???????????????????????????????
  ,??????????????,?????(contrastive
  analysis)??????,??????????????????????????????????
  ??????hello!,?????????! (you
  good!)??????????????,????????????????????!?????
  ???????????(????????????????),????????????????????
  ?????????????????????????????

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• 2.4. ????(error analysis)
• ???????(contrastive analysis) ????????????????????
  ??????????,???????????????????????????????Corder?
  The Significance of Learners Errors?????????????
  ?????????????????,Corder ????????????
• First to the teacher in that they tell him, if
  he undertakes a systematic analysis, how far
  towards the goal the learner has progressed and
  consequently, what remains for him to learn.
• Second, they provide to the researcher the
  evidence of how language is learned acquired,
  what strategies or procedures the learner is
  employing in his discovery of the language.
• Thirdly (and in sense this is their most
  important aspect) they are indispensible to the
  learner himself, because we can regard the making
  of errors as a device the learner uses in order
  to learn.(Corder, 1967)
• 1.(??)??????,?????????????????????,????????????
• 2. ????????,(??)?????????????????????????????????
  ???
• 3. ???????,????????,?????????????????????????
• Selinker (1992) ??Corder ???????????
• 1. ??????(??????????),????????,??????,????????????
  ?????????
• 2. ???????????,???????????, ?????????,????????????
  ??????????????
• ??????????????????,??????????,????????????????????
  ?,??????????????

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• ??????(LanguageTransfer)
• ??????(contrastive analysis)???????????????
  ??????,??????????????????????????????????????????1
  950???,Lado ?????????????? ??
• individuals tend to transfer the forms and
  meanings, and distribution of
• forms and meanings of their native language
  and culture to foreign
• language and culture. (Lado, 1957.p.2)
• ???????????????????(1)???,(2)??????????????
  ??????????????????,?????????????????????????????,?
  ???????????(errors).
• ???????,?????????????????????,??
• ?????(Im very tall.) ,?????(He is very
  short.)
• ???????(I get up at six.), ????????(He
  reads in the library.)
• ???????(I ate a lot.) ???????(I slept a
  lot).
• ????(Not true)

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• ?????(Fossilization)
• ???????????????????????????????????????,???
  ????????,?????????????????????????????????????????
  ??(fossilization)?
• Selinker ??????????
• Fossilization is the process whereby the learner
  creates a cessation of interlanguage learning,
  thus stopping the interlanguage from developing,
  it is hypothesized, in a permanent wayThe
  argument is that no adult can hope to ever speak
  a second language in such a way that s/he is
  indistinguishable from native speaker of that
  language. (Selinker, 1990)
• ?????????,??????????????(???)???
• ???? ???????? Because I have no money, so I can
  not buy that car. Although I love her very much,
  but I can not marry her.
• ?????????????????????the?????a, an
  ????????????,??????????????????????He go to the
  library.
• ?????????????????????? j. q. x. z. c. s.
  zhi. chi. shi. r.???, ?????? ??qiu, ? ???
  wò ?????,??DLI???????????????????????,????????
  ????????????(?)???????????????????????????,????,??
  ?????????????????????,???????????,????????????????
  ?????

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• ??????????????????????????????????????????????????
  
• 1. ????????????????????????,??
  ???????,??????????
• 3.????????????????????,??????????????????????????
  ???????????????????????????,??????????????????????
  ?
• 4. ??????????????????,???????????????????????????
  ????????,??????,??????????????????????????????????
  ????????????????
• 5. ??????,??????????????????????????????????????
  ???????,??????????????????
• 6. ?????????????????,????????????????????????????
  ????????,???????????????????????????????????,?????
  ?????????????

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• 7. ??????????,??????????????????,????????????????
  ?????????????????,????????????????????????????????
  ????????????????????????,??????????????????????
• 8. ????,???????????????????????????????,?????????
  ???????????????????
• ?????????(Some techniques of error correction)
• ???????Diane J. Tedick? Research on Error
  Correction and Implications for Classroom
  Teaching ?????????????,??????????????
• (Explicit Correction (????)Clearly indicate that
  the students utterance was incorrect, the
  teacher provides the correct answer
• S le coyote, le bison et la gr groue
  (phonological error)
• the coyote, the bison and the crcrane
  (?????????)
• T Et la grue. On dit grue
• And the crane. We say crane (?????????)
• Recast (??) Without directly indicating that the
  students utterance was incorrect, the teacher
  implicitly reformulates the students error, or
  provides the correction
• S Leau erable? ( grammatical error)
  Maple sap? (????)
• T Leau derable. Cest bien.
  Maple sap. Good (?????)
• Clarification request (???? ) By using phrases
  like Excuse me? or I dont understand., the
  teacher indicates that the message has not been
  understood or that the students utterance
  contained some kind of mistake and that a
  repetition or a reformulation is required.

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• 4. Metalinguistic clues (???? ) Without providing
  the correct form, the teacher poses questions or
  provides comments or information related to the
  formation of the students utterance (e.g. Do we
  say it like that? Thats not how you say it in
  French. Is it feminine?
• S Euhm, le, le elephant. Le elephant gronde.
• Uhm, the, the elephant growls.
• T Est ce-quon dit le elephant?
• Do we say the elephant?
• 5. Elicitation(??) The teacher directly
  elicitates the correct form from the student by
  asking questions (e.g. How do we say that in
  French?), by pausing to allow the student to
  complete the teachers utterance (e.g. Its a)
  or by asking students to reformulate the
  utterance (e.g. Say that again.) Elicitation
  questions differ from questions that are defined
  as metalinguistic clues in that they requre more
  than a yes/no response.
• S Ben ya a un jet be parfum qui sent pas
  tres bon(lexicla error)
• Well, there is a stream of perfume that
  doesnt smell very nice
• T Alors un jet de parfum on va appleler ca
  un?
• So a stream of perfume, well call that
  a?
• 6. Repetition (??) The teacher repeats the
  students error and adjusts intonation to draw
  students attention to it.
• S Lele girafe? (gender error) Thethe
  giraffe?
• T Le girafe?
  The giraffe?

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• ?. ????
• ???????,????????,?????
• A.)?? j q x zh ch sh r B)?? u ü
• ????????,?????????????????????,????????,??????????
  ?????????,????????????????????????????????????????
  ??????????,??ü ??,??????,???????????
• ?ü???????, ?????4?
• 1. ??i, ??????, ????, ?ü ?
• 2. ??u (as in rule) , ?????i(as in
  police)????ü ?
• 3. ??u, ????? ü ?
• 4. ??????????,????,?ü ? (FW Primer)
• ??????,?????????????

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?.?????????? ????????? ?????(80)???????????
??1. ??????????2. ????????3.
?????????????????????????4. ????????????5.??????
??????????3??4??6. ???????????????7. ?
??????????8. ??????????????????????????????????
???????????????????????????1-2???????????3-
4??????5-7?????8????????
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• ????????????????????????,????????????????????????
  ,????????1-4????,???????????? ?????????????????,??
  ?STWPWVO ?????? ????????????????????,???????
  ???????????????,?????????????,????????????????????
  ??????

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• ???????????????????????????????????,?????????,???
  ??????????,?????????????????,??????????????
  Subj.TWPWVO ? Subj.Adv VO
  ?????????,????????(1-2??)????????????????????????
  ???Mary studies Chinese at school every day
  ???,????????????????????,???????,?????????????????
  ??????,??????????????

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• ???????SVO??,????????????,??,????????????????????
  ???????,????????????????,?????????????????????????
  ?????????????,???????????????????????????????????
  ?,?????????????????????????????,??????????

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• ?. ????????????????????
• ???,?????????
• ?????????????,??????????????????
• ???(Feelers)?????
• ?????
• ???????,?????
• ???( Thinkers)?????????,?????

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• ????????????????????????????????,???
• a. ????,????,?????????????????????
• b. ????????? ???????
• ?????????????, ??????????????,???????????????,????
  ????????

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• (1) ??????????(Knop (1980) )???????,?????????,????
  ?????????,?????????,????????,?????????
• (2)????????,????,??????(???????(2002))
• ???????????
• ???????????
• (?(??????,???????)?????????)

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• (3) ????????????,??????????????? (Holley and
  King 1971)
• ????????????????????
• ?(???)
• ?????????????
• (4) ???????????,??????????,?????????
• (5) ????????,????????????,???????
• ??????(1)-(4) ????Global ????(Leveler)
  ???????????,???????????,???????????????????????

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• ?????????????,???????? ????????
• (???(Reflective) ????(Analysis)? ??? (Inductive)
  ?particular ? sharpening???)
• (??? (Abstract) ????(Thinker)???)
• ???(Visual)?????,??????????????,???????????????,?
  ????????????????????,??,??????,????????????
• ???(Audio)???????????????,?????,??????????,?????
  

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• ??????,??????????, ????????, ?????????,????,????
  ???????!

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