4。2 Research Question 11

4。3 Research Subject 11

4。4 Research Procedures 11

5。 Results and Data Analysis 13

5。1 Results 13

5。1。1 Morphemes Errors 13

5。1。2 Syntax Errors 14

5。2 Some Statistical Comparison 14

6。 Causes of the Grammatical Errors 17

6。1 Mother-tongue Influence: Inter-lingual Errors 17

6。2 Target Language Causes: Intra-lingual Errors 17

7。 Conclusion 19

References 20

Appendix 22

1。 Introduction

1。1 Motivation of the Study

Nowadays, with the development of inter-cultural communication, English has played an extremely important role in global village, so English competence is becoming more and more demanding and significant。 However, the process of learning a second language is intricate which involves lots of factors, such as grammar, vocabulary, listening, speaking, reading, writing and culture。 Therefore, it’s inevitable that the second language learners make grammatical errors in the process of learning a second language。 As pre-service English teachers, they have been studying English for at least 10 years, but they still make errors when speaking English。 So it’s necessary and worthwhile to research and analyze these grammatical errors。

Krashen (1981) suggested it is plausible that the classroom can accomplish both acquisition and learning simultaneously。 The classroom is the place where comprehensible input and modified interaction are available。 To English learners, the most common way to learn English is studying in classroom。 Therefore, the English teachers’ classroom speech is a crucial language input to Chinese English learners。 Teacher speech in class, which belongs to spoken language, is real-time and unpredictable。 It is more likely and frequently for speakers to make errors in their speeches while thinking and organizing language contents, because they are not familiar with the English rule or lack time to use the rules to monitor the language output。 In the process of learning a foreign language, errors seem to be unavoidable。 However, they shouldn’t be seen as signs of failure。 On the contrary, they give some evidences for the learner's inter-language systems。 Just as Corder (1967) pointed out, errors can be very important in three ways: (1) they provide the teachers with information about how much the learner has learnt and what still remains for him to learn; (2) they provide the researchers with evidence of how language is learned or required, and what kind of strategies the learner is employing; (3) they serve as devices by which the learner uses in order to learn target language。 来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766

1。2 Purpose and significance

As a tool subject, English is not only the media and mean of teaching, but also the content of students’ learning。 Recently, teacher talk draws more and more attention in English teaching。 As we all know, through teacher talk, teachers can implement their teaching and organize class activities, so the quality of teacher talk directly influences the teaching effect of English class。 In addition to paying attention to fluency and abundance of teacher speech, pre-service teachers shall also keep an eye on fundamental grammar by improving the preciseness and accuracy of teacher speech。