简介:Insightsintolearnererrorsvarygreatly:Contrastiveanalystsholdtheviewthaterrorsarefaultyversionofthetargetlanguageandsignsoflearningfailureandthusmustbecorrected;Corderregardslearnererrorsasevidenceofthelearner’sactivelearningandasthemostimportantsourceofinformationaboutthenatureofhisknowledge;DulayandBurl’sresearchshowsthatlearnererrorsaredevelopmental;Taronenoticesthatoccurrenceoflearnererrorschangesindifferentsituationsaccordingtodifferenttasks;Krashenmaintainsthatlearnererrorscanbetotallyignoredforthesimplereasonthattheywilldisappearatacertainstage.Wesuggestthaterrorcorrectiontakeintoconsiderationthefollowingfactors:(l)source,(2)type,(S)acquisitionorder,(4)tasktypeandcontext;andthaterrorcorrectionshouldn’t(1)hindercommunication,(2)discouragethelearner,(3)putthelearneronthedefensive,(4)causeanxiety.
简介:The students are then asked to make a decision,a reader must be equipped with both the knowledge of language and of the world,and the second speaker wants to tell that a man is no more necessary to a woman than a bicycle to a fish. The Chinese student might feel at a loss for the meaning because he or she often overlooks the confusing