GRE写作Issue模拟题:The Importance of Science and Art

作者词汇基础扎实，拼写也很棒；作者有一定功底，可在平时练习中增加长难句的记忆；语言不流畅；连词使用偏少。

In order to know errors clearly, there is a distinction between Chinese and English in number variation. Based on what we have learned, there are a lot of similarities between English and Chinese, yet, they are quite different. As for Chinese, nouns are almost changeable. Plural meaning is often stressed by adding attribute, such as”许多，一些”and so on. Another way to indicate plural nouns is adding suffix-men(们),such as, wo-men(“we”) and xiongdi-men(“brothers”). From these above,we can get that number variation is not strict and complicated in Chinese language. However, as for English language, the regulations of number variation are much more complex. In English language, nouns can be divided in to countable nouns and uncountable nouns. Accordingly, countable nouns have single forms and plural forms. Just from this aspect, it is a little difficult for beginners to keep English as second language. In the 1970s, people started to get a new understanding about errors in language learning with the development of theory of error analysis. More and more researchers did a great plenty of studies and error analysis became a familiar academic term to most English researchers in China. Pit Corder (1967) published a very influential book, the significance of learners’ errors, which marked the beginning of error analysis. According to him, if a teacher undertook a systematic analysis, he would know how far towards the goal the learner had progressed and what remained for him to learn. He also stated that error analysis provided the researchers with evidence of how language was learned and acquired, what strategies or procedures the learners are employing in their discovery of language. Ellis Richards (1985) thought that error analysis was indispensable to the learner himself, because the making of errors could be regarded as a device that the learner uses so as to learn. It was a way that the learner had to test his hypotheses about the nature of the language he was learning. Ellis Richards (1994) also stated that an error could be defined as “ a deviation from the norms of the target language”. Therefore, errors not only help us get insight into the process of language learning, but also gave us some clues to understand how to improve our language learning. Calvez (2000) analyzed 600 compositions during four yeas and found errors occurring in these compositions. He found that students often committed errors on vocabulary. What’s more, it was not enough to talk about how to find errors among junior students. Thornbury (1999) pointed out that exploring different techniques for teaching grammar was worthwhile, because it was helpful for correcting junior students’ errors. Many scholars in China also had their own opinions. Hu Zhuanglin (2002) thought that if learners used language forms in a wrong way for learning language incorrectly or in completely, then he was considered to have committed errors. Dai Weidong, Wang Dong and Zhou Qiuqin(2002) might have similar views that these errors occurred during the process of learning a second language. What’s more, Chen Wanxia (2002) even analyzed all collections in composition. Chen had ever investigated 394 compositions written by college students and got a conclusion that errors of grammatical collocations took a great part in compositions to 57.83%. Other researchers even studied the dynamic noun collocation errors. Zhang Wenzhong and Yang Shichao (2009) did the research by describing and diagnosed the 1481 verb-noun collocation errors in CLEC. These errors are categorized into 11 and 12 sub-typesive based on their descriptive and diagnostic features respectively. Their diagnostic analysis revealed that verb-noun collocation errors could be attributed to negative language transfer , ignorance of the structural semantic and misuse of target language rules. Meanwhile, Wang Lulu (2010) pointed out that junior English learners should make efforts to recite vocabulary deeply in order to increase second language input. From these previous studies,there were a plenty of scholars doing error analysis with empirical method. Undoubtedly, these studies could be very helpful and useful to the present study and had laid a solid foundation for our present study. Without those researches, this thesis could not be done very well. 2.2 Types of errors There will be three main errors discussed in this thesis,which are inter-lingual errors, intra-lingual errors and environmental errors. Inter-lingual errors also known as mother tongue interference are caused by the influence of native language. Intra-lingual errors are caused by poor knowledge about target language. At times, intra-lingual can be called developmental errors. In addition to these two errors above, there is another error caused by environmental factor. The environment errors are caused by insufficient of teachers or textbooks.