论中学生英语口语错误的分析和纠正策略英文版(编辑修改稿)

论中学生英语口语错误的分析和纠正策略英文版(编辑修改稿)内容摘要：

nking about the usage of the verb “may”, thus they make errors of overgeneralization. The second one is ignorance of rule restriction. Ignorance of rule restriction refers that learners do not obey to the special restrictions of some language structure and make wrong sentences. For example: “I helped him to do it”. In this sentence, learners ignored the special usage of “help”, they put “to” after “help” and made a wrong sentence. Errors Caused by Induced Factors The third source of errors is induced factors, which is called induced errors. The word “Induced errors” refers that more of learners‟ language errors e from classroom teaching. This is because of teachers‟ inappropriate ways of teaching the definition, analysis and examples of language, or inappropriate arrangement of teaching activities. There are two types of induced errors that contribute to students‟ oral errors. The first part of induced errors is form textbooks. In the sentence below, a girl is asking her mother for advice that what birthday present she should buy for her friend Ruby. Mother: I suggest you buy her a lovely rabbit. Daughter: Oh, that is a good idea mother! That‟s what I‟m going to give Ruby. “I‟m going to” expresses that he has already know what to buy before asking his mother, this does not accord with the meaning of the conversation. In the conversation, “rabbit” is chosen to be a present is a sudden decision, so we should use “will” instead of it. The second part of induced errors is from teachers. In China, one of the most 绵阳师范学院 2020届本科毕业论文（设计） 4 frequent ways for teachers to explain words is paraphrasing in English teaching class. For example: when teachers are explaining the word “marked” in phase “marked progress”, they may use “big, large, great” to explain to let students understand it easily. They seldom mention the correct words collocation, so we often hear “big burden, large harm, etc” in students‟ oral English with idiomatic wrong collocation. Local learners tend to express like “heavy burden, great harm”. The third part of induced error is teachers‟ tongue slip. When teaching, teachers often make some sentences that do not obey to grammar rules because of their own language capacity constraints. Errors Caused by Communication Strategies The forth source of errors is munication strategies. When they are engaged in munication, junior learners of English might often have municative intentions that they find difficult in expressing a meaning for which their petence contains no appropriate items or rules at all. If a learner is able to anticipate such a problem, he may be able to forestall it by avoiding munication or modifying what he intended to say. If the problem arises while the learner is already engaged in speaking, he must try to find an alternative way for passing the meaning across. In order to get the wanted meaning across, they are pelled to bridge the muni cation by resoling to matching language items, which turns out to be inappropriate, or pragmatically unfit, to the immediate situation. Consequently, a munication breakdown is often the case. The learner has memorized certain phrases or sentences without learning the internalized knowledge of the ponents of the phrases. For example, “I don‟t care you‟‟, “How often do you wash your clothes?”, ”Where is the post office?” and “I don‟t speak Japanese.” age the sorts of prefabricated patterns that one sometimes learns at the beginning of a language learning experience when the structure of language is not known. Such phrases are memorized by rote to fit their appropriate context. But in the process of memorizing, one or two ponents may he memorized wrongly, which results in errors. For example, “How often do you wash your clothes?” may he memorized as “How often do you washes your clothes?” and” Could you tell me where the post office is?” as “Could you tell me where is the post office?” The errors are due largely to the rote nature of the items, but their rote is a factor of a lack of knowledge of the structural rules for forming the particular utterance. Causes of Errors As the types of errors above suggest that students‟ oral errors were caused by the wrong conceptions in their brain. These wrong language conceptions are caused by the factors below. The Influence of Mother Tongue 绵阳师范学院 2020届本科毕业论文（设计） 5 Many teachers believe that students‟ oral errors were caused by their mother tongue. Mother tongue may interfere students‟ acquisition of foreign language. There are two types of interference: speech interference and semantic interference. Besides, semantic interference is more obvious, such as Chinglish which is belong to this type of interference. For example:” Please open the window”. In this sentence, we may use “unlock” to express open, but there are many ways of expressing the word “open” in Chinese, such as open the fridge, unlock the lock, drive the taxi, have a meeting and so on. Chinese students tend to use one verb to express many conceptions when they are talking about the word “open” in English sentences. Inappropriate Teaching Methods Inappropriate ways of teaching or inappropriate choice of textbooks may cause induced errors. For example, if teachers didn‟t explain the language phenomena clearly, which cause students got a fuzzy understanding of it. On the contrary, if the language phenomenon is over emphasized, students may consider it as a formulary and overuse it in improper situations. Then teacher‟s reactions to oral errors are explained in detail. First of all, the way that teachers react to a mistake is significant. Not only what teachers say, but also the way they look, or move, the tone of their voice are important. If students are criticized for trying, they will stop it. Teachers are divided into two major groups who due to the ext。