Besides the above classifications, a number of domestic researchers also attempt to give their classification of errors。 Among them, Cai Longquan and Dai Weidong's (2001) classification of errors is concerned with three different aspects of learner, learning content and learning behavior, thus concluded three related errors。 Zhang Wei (2006) mainly pided errors into two types: the misuses of vocabulary including the misuses of verb, article, preposition, past participle, phrase and so on; the other one is grammatical errors containing tense errors and some errors in sentence structure。 来*自-优=尔,论:文+网www.chuibin.com

Obviously, there are many different kinds of classifications of errors given by different researchers。 And in this paper, the author uses the classification of intralingual and interlingual errors to analyze students' errors in the writing。

2。3 A Literature Review on Error Analysis

2。3。1 Theoretical Foundation of Error Analysis

As a branch of applied linguistics, Error Analysis (EA) prevailed in the 1970s due to the limitations of Contrastive Analysis (CA)。 EA was first proposed by Corder with his article “The Significance of Learner’s Errors” being published in 1967, followed by series of articles published on Error Analysis (Corder, 1967, 1974, etc), which made Error Analysis become an important method of second language acquisition。 From the perspective of Corder (1967), errors were of great significance in language learning and teaching。 They were no longer considered harmful or the useless form, on the contrary, EA mainly studies the errors made by learners in second language learning。 According to Corder (1967), EA is a kind of bilingual comparison between learners' interlanguage and the target language。 He also put forward the concrete steps and methods of Error Analysis and there are five steps: data collection, error identification, error description, error explanation and error evaluation。