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学生在外语学习过程中出错现象往往令教师大伤脑筋,因而也被普遍认为是一件坏事.本世纪四十至六十年代,以结构主义理论为基础的外语教学法,如视听法、听说法,曾极力主张教师应尽量避免学生犯错误,因为学生一旦出现错误,这些错误就有可能成为其语言习惯的一部分.近年来,这种观点有所改变.学生出错已被视为外语学习过程中的自然现象.但是,在讨论学生出错的原因时,人们意见不一.有的怪学生,有的怨教师.那么,在外语学习过程中学生出现错误的原因究竟在哪里?有无规律可循?错误分析有何作用?能否对外语教学有所裨益?本文拟就这方面作一初步探讨.
Students in the process of foreign language learning errors tend to make teachers a lot of headache, which is also generally considered a bad thing. From the forties and sixties of this century, based on structuralist theories of foreign language teaching methods, such as audio-visual, listening Has argued strongly that teachers should try their best to avoid mistakes made by students as soon as they make mistakes, which may become part of their language habits, a view that has changed in recent years. Students’ mistakes have been seen as foreign language learning processes However, in discussing the reasons for students’ mistakes, people disagree, some strange students, some resentful teachers.Therefore, students in the process of foreign language learning errors where exactly? There is no law to follow What is the role of error analysis? Is it beneficial to foreign language teaching? This article is intended to make a preliminary study in this regard.