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以 Ｂｒｏｗｎ的过渡语理论为基础，将学生言语练习中的错误分成言语错误（ｍｉｓｔａｋｅ）、语言错误（ｅｒｒｏｒ）和语用失误（ｐｒａｇｍａｔｉｃ ｆａｉｌｕｒｅ），并对这三种错误在学生言语练习中出现的频率及学生自行纠错情况作了调查。结果表明，学生言语练习中各类错误所占的比例为语言错误４７％，言语错误为２９ ％，语用失误２４％。各错误的学生自行纠错情况为语言错误６７％，言语错误８２％，语用失误２１％。数据表明教师在教学中不必对学生的错误进行—一纠正，另外也应注重学生语用能力的培养。
Based on Brown’s Interlanguage Theory, mistakes in students’ speech exercises are divided into speech errors, language errors, and pragmatic failures. These three kinds of errors appear in students’ speech exercises. Frequency and student self-correction were investigated. The results show that the proportion of errors in students’ speech practice is 47% for language errors, 29% for speech errors, and 24% for pragmatic failures. Error corrections by students themselves were 67% for language errors, 82% for speech errors, and 21% for pragmatic failures. The data shows that teachers do not have to correct students’ mistakes in teaching—they should also focus on students’ pragmatic competence.