摘要
Insightsintolearnererrorsvarygreatly:Contrastiveanalystsholdtheviewthaterrorsarefaultyversionofthetargetlanguageandsignsoflearningfailureandthusmustbecorrected;Corderregardslearnererrorsasevidenceofthelearner’sactivelearningandasthemostimportantsourceofinformationaboutthenatureofhisknowledge;DulayandBurl’sresearchshowsthatlearnererrorsaredevelopmental;Taronenoticesthatoccurrenceoflearnererrorschangesindifferentsituationsaccordingtodifferenttasks;Krashenmaintainsthatlearnererrorscanbetotallyignoredforthesimplereasonthattheywilldisappearatacertainstage.Wesuggestthaterrorcorrectiontakeintoconsiderationthefollowingfactors:(l)source,(2)type,(S)acquisitionorder,(4)tasktypeandcontext;andthaterrorcorrectionshouldn’t(1)hindercommunication,(2)discouragethelearner,(3)putthelearneronthedefensive,(4)causeanxiety.
出版日期
1995年02月12日（中国期刊网平台首次上网日期，不代表论文的发表时间）
