声明
摘要
Abstract
List of Tables
List of Figures
List of Abbreviations
Contents
Chapter One introduction
1.1 Background of the study
1.2 Goal and significance of the study
1.3 Organization of the paper
Chapter Two Literature Review
2.1 Interlanguage
2.1.1 Definitions of interlanguage
2.1.2 Interlanguage continuum
2.1.3 Sources of interlanguage
2.1.4 Stages of interlanguage development
2.2 Contrastive analysis
2.3 Error analysis
2.3.1 Significance of EA
2.3.2 Procedures of EA
2.3.3 Types of errors
2.3.4 Source of errors
2.4 Relevant studies in China
2.5 Summary
Chapter Three Methodology
3.1 Method of this paper
3.2 Research questions
3.3 Subjects
3.4 Research instruments
3.5 Research procedures
3.6 Data collection
Chapter Four Analyses and Discussions
4.1 Substance errors
4.1.1 Errors in spelling
4.1.2 Errors in capitalization
4.1.3 Errors in punctuation
4.2 Text errors
4.2.1 Lexical errors
4.2.2 Grammatical errors
4.3 Discourse errors
4.3.1 Coherence errors
4.3.2 MT-interference errors
4.4 Quantitative analysis of IL errors
4.4.1 Distribution of errors at language knowledge
4.4.2 Distribution of errors at linguistic categories
4.5 Causes of IL errors
4.5.1 Emotional fear
4.5.2 Inappropriate learning motivation
4.5.3 Lack of positive learning attitude
4.5.4 MT influence
4.5.5 Different cultural background
4.5.6 Insufficient language input
4.5.7 Improper learning strategy
4.6 Error correction
4.6.1 Method of error correction
4.6.2 Teachers’ attitude towards errors
Chapter Five Conclusion
5.1 Major findings
5.2 Implications to college English teaching
5.3 Limitations of the present study and suggestions for future studies
5.3.1 Limitations of the present study
5.3.2 Suggestions for future studies
References
Appendix
Acknowledgements