本科畢業(yè)設(shè)計-英語中介語無標志被動語態(tài)的錯誤分析

AbstractInthestudyofEFLacquisition,erroranalysisiscrucialforEnglishlanguagelearningandteaching.EnglishpassiveisaverycomplexsentenceforminEnglishgrammar.ItisunavoidableforChineselearnerstomisuseitbecauseofthedifferencesbetweenEnglishandChinese.ThepresentstudyfocusesontheunmarkedEnglishpassives,onekindofEnglishpassivevoice’sterms,constructionserrorsintheinterlanguageofChineseEFLlearners.Onthebasisofthetheoriesofinterlanguageanderroranalysis,thisdissertationtriestotaketheerrorcorrectionandpointoutthecausesoferrors,andin–depthstudyoferrortreatment,hopingtogivesuggestionsonavoidingerrorsaregivenfromdifferentaspects.ItisbelievedthatthefindingsinthisstudyarehelpfulinthemasteryofEnglishpassivevoiceandtheunderstandingofitsapplication,thusfacilitatinglearningandteachingoftheEnglishlanguage.KeyWords:unmarkedEnglishpassives;erroranalysis;interlanguage;errorcorrection;errortreatment摘要在英語作為外語的習得研究中，對學習者中介語的錯誤分析，是英語教學中極其重要的部分。被動語態(tài)是英語語法中一種非常復(fù)雜的句子形式，因英語與漢語二者之間的差異中國的英語學習者在習得被動語態(tài)過程中不可避免的產(chǎn)生一些誤用現(xiàn)象。而英語無標志被動語態(tài)屬于被動語態(tài)的一種形式，所以本文研究了中國英語學習者中介語中無標志被動語態(tài)的錯誤。以第二語言習得理論的中介語理論和錯誤分析理論為基礎(chǔ)，對學習者的無標志被動語態(tài)錯誤進行語言糾錯并加以分析，指出錯誤產(chǎn)生的原因，并深入對糾錯策略進行研究，從不同角度提出避免錯誤的建議。本研究的主要發(fā)現(xiàn)既有助于學習者學習英語被動語態(tài)，掌握其運用，便于英語的教與學。關(guān)鍵詞：英語無標志被動語態(tài)；錯誤分析；中介語；語言糾錯；糾錯策略ContentsAbstract i摘要 ii1.Introduction 11.1Researchbackground 11.2Significanceofthestudy 11.3Researchmethodologyofthestudy 21.4Organizationofthedissertation 22.LiteratureReview 32.1Theoreticalbasis 32.1.1Interlanguage 32.1.2Erroranalysis 42.2UnmarkedEnglishpassives 42.3ThepreviousstudyrelatedtounmarkedEnglishpassives 43.AnanalysisoftheerrorsofUnmarkedEnglishPassives 63.1Classificationoferrors 63.2Causesoferrors 84.ErrorCorrectionStrategy 104.1Errorcorrectionmethods 104.2Errortreatment 105.Conclusion 125.1Majorfindings 125.2Limitationandsuggestionsforfutureresearch 12References 13Acknowledgements 141.IntroductionForlanguagelearners,passivevoiceasmajorgrammaticalcategoryisacommonandcomplexlinguisticphenomenoninbothEnglishandChinese.DuringacquiringEnglishpassives,Chineselearnerswillmakeerrorsforthedifferencesbetweenthetwokindsoflanguages.ThisdissertationanalyzestheerrorsofunmarkedEnglishpassives,onekindofEnglishpassivevoice’sterms,andtriestoputforwardsomeeffectiveerrortreatmentsinordertopromotetheEnglishpassives’learningandteaching.1.1ResearchbackgroundThephenomenaofsecondlanguageacquisitiontakeanimportantpartinthedevelopmentofunderstandingofourcapacityoflanguage.Whenwelearnasecondlanguage,itisveryimportantandnecessarytounderstandthelearnerandlearning.PassivevoiceisoneofthemostimportantgrammaritemsinEnglishlanguage.DuetothegreatdifferentstructuresbetweenEnglishpassivesandChinesepassives,sothesecondlanguagelearnerscomeacrossalotofobstaclesintheprocessoflearningpassives.UnmarkedEnglishpassivevoice,onekindofEnglishpassivevoice’sterms,isalsocomplex,whilethestudyonitwasrare.Therefore，thestudyobjectofthisdissertationisunmarkedEnglishpassives.Thelanguageresearchneedssomerelatedtheoreticalfoundation.Interlanguagehasalwaysbeenahottopicinsecondlanguageacquisition,whichisthekeyissueinexplainingtheprocessofsecondlanguageacquisition.What’smore,erroranalysishasbecomeaveryusefultheoryforinvestigatinganddescribinglearners’interlanguage.Learners’errorssymbolizesomemarkedpointsintheinterlanguagcontinuum,whichreflecttherealsituationoflearners.Inordertoavoidmisusageinthelearners’interlanguage,analyzingtheerrorsandfindingoutsomeeffectiveerrortreatmentsarenotonlyimportantbutalsonecessary.Inaword,thetheoriesofinterlanguageanderroranalysisarecloselyrelatedwitheachotherinsecondlanguageacquisition.Interlanguageisthesubjectofinvestigationoferroranalysisanderroranalysisisthetoolofundertakingtheinvestigationofinterlanguage.1.2SignificanceofthestudyForChineseEFLlearners,unmarkedEnglishpassivesarecomplexintheprocessoflearningEnglish.Onthebasisofthetheoriesofinterlanguageanderroranalysis,thisdissertationtrytoanalyzetheerrorsproducedbythesecondlanguagelearnersandthecausesoferrors,hopingtoofferlearnerssomeeffectiveerrortreatmentsonavoidingerrorsaregiven,leadingthemtouseEnglishpassivesmoreappropriate.Itisbelievedthatthisstudyishelpfulnotonlyforthelearners’understandingofpassiveslearning,butalsofortheEnglishteachingoftheconstruction.Ithasrealisticmeaningstoacertainextent.1.3ResearchmethodologyofthestudyThedissertationistoexploreandanalyzetheunmarkedEnglishpassives.Accordingtotherequirementsofthestudy,someliteraturesrelatedtothisdissertationarechosenforreading.TheauthortakesdatafromcorpusdataontheerrorsofunmarkedEnglishpassivesmadebythelearnerswhichareresearchedbysomescholars.Afterthecollectionofdata,theauthorstartstoanalyzetheerrorsonthebasisofthegrammaticalrulesofthepassives.Andtheresultswillbediscussedindetailsnext.Allinall,thedatawillreflectthesituationofthelearners’usingunmarkedEnglishpassivesfromdifferentaspects.1.4OrganizationofthedissertationThisdissertationincludesfivechapters.Thefirstchapterisabriefintroductionofthedissertation,includingtheresearchbackgroundinthisfield,thesignificanceofthepresentstudy,theresearchmethodologyandorganizationofthedissertation.ChapterTwoisthegeneralviewofunmarkedEnglishpassivesandrelatedbasictheoriesoninterlanguageanderroranalysis,aswellasthedescriptionofpreviousstudiesonthemathomeandabroad.ChapterThreefocusesontheanalysisonthemisuseofunmarkedEnglishPassivesinChineselearners’usage.ChapterFourputforwardsomeeffectiveerrortreatmentswhicharehelpfulfortheEnglishpassives’learning.Finally,wedrawourconclusionfromthedata,andthelimitationofthepresentstudy.Inaddition,somesuggestionswillbeofferedforfurtherstudies.2.LiteratureReviewInthischapter,interlanguage,erroranalysisandunmarkedEnglishpassivevoicewillbereviewedrespectively.Thosetheoriesarethetheoreticalbasisoftheresearch,withouttheoriesnoconcreteresearchwouldbecarriedout.Thischapterfirstbeginswithliteratureofrelevantconcepts:interlanguageanderroranalysis.ThesecondpartofthischapterfocusesonunmarkedEnglishpassivevoice,whichisthecoreofthisstudy.Finally,itcontinueswiththeintroductionofthepreviousstudiesrelatedtounmarkedEnglishpassives.2.1Theoreticalbasis2.1.1InterlanguageTheinterlanguagetheorywasfirstusedbyLarrySelinkerin1972,heproposeditinordertoemphasizethatlearnerlanguagediffersverymuchfromnaturallanguage.Interlanguageisalinguisticsystemthatresultsfromasecondlanguagelearner’sattempttoproducethetargetlanguage.Selinker(1972:201)thinksthatinterlanguagereferstotheseparatenessofasecondlanguagelearner’ssystem,asystemthathasastructurallyintermediatestatusbetweenthenativeandtargetlanguage.TheconceptofinterlanguagecoinedbySelinkeristhestartingpointforanydiscussionofthementalprocessesresponsibleforsecondlanguageacquisition.Selinker(1972)givesusasuggestionthatfiveprincipleprocessesoperatedininterlanguage(1)Languagetransfer;(2)Transferoftraining;(3)Strategiesofsecondlanguagelearning;(4)Strategiesofsecondlanguagecommunication;(5)Overgeneralizationofthesecondlanguageintothetargetlanguage.Healsonotedthatmanysecondlanguagelearnersfailtoreachtargetlanguagecompetence.Thatis,theydonotreachtheendoftheinterlanguagecontinuum,theystoplearningwhentheirinterlanguagecontainsatleastsomerulesdifferentfromthoseoftargetlanguagesystem.Corder(1981:151)believesthatlearners’errorsaresystematic,regular,andconsistent,andheassumesthattheinterlanguagesystemisbasedonknowledgeorcompetenceofthesecondlanguagelearner.Ellis(1999:28-30)summarizesthebasicfeaturesonthebasisofresearchesoninterlanguage:1)Interlanguageisdynamic.Thesecondlanguagelearner’sinterlanguageisconstantlychanging.However,itdoesnotjumpfromonestagetothenext,butrathertowardsastandardtargetlanguagesystem.2)Interlanguageispermeable.Inthesensethatrulesthatconstitutethelearner’satanyonestagearenotfixed,butareopentoamendment.3)Interlanguageissystematic.Despitethevariabilityofinterlanguage,itispossibletodetecttherule-basenatureofthelearner’suseofthesecondlanguage,whichcanbefoundoutfromthesystematicerrors.2.1.2ErroranalysisErroranalysisreferstothestudyandanalysisoftheerrorsmadebysecondandforeignlanguagelearners.AccordingtoJames(2001),“Erroranalysisistheprocessofdeterminingtheincidencenature,causesandconsequencesofunsuccessfullanguage”.Corder(1981)claimsthaterroranalysisaimsto(1)findouthowwellthelearnerknowsasecondlanguage;(2)findouthowthelearnerlearnsasecondlanguage;(3)obtaininformationoncommondifficultiesinsecondlanguagelearning;andto(4)serveasanaidinteachingorinthepreparationandcompilationofteachingmaterials.Inaddition,erroranalysisgenerallyconsistsoffivestages,namely,identification,description,explanation,evaluation,andcollection(Corder1981:35).Learners’errorsprovidetheresearchwithproofofhowthetargetlanguageislearnedoracquired.Erroranalysismaybecarriedoutinordertoshowstrategieswhichlearnersuseinlanguagelearningandshowthecausesoflearners’errorsandobtaininformationoncommondifficultiesinlanguagelearning.Erroranalysishasbecomeaveryusefultheoryforinvestigatinganddescribinglearners’languagelearning.Ithasbeenstudiedbymanydifferentschoolsoflinguistics.張春龍(1992(4):11-20)defineserrors,andputsforwardamorerigorousstandardtoidentifyanddistinguisherrors.Inaddition,莊恩平(1989(1):47-50)studiesthecausesoferrorsandtheinspirationtotheforeignlanguageteaching.2.2UnmarkedEnglishpassivesInEnglishgrammar,voiceisclassifiedintoactivevoiceandpassivevoiceaccordingtotheclassificationofthegiverorthereceiveroftheact.Thepassivevoicemeansthatthesubjectistheagentoftheaction(Bo1990:335).Thepassivevoicecanbedividedintotwotypesintermsoftheforms,markedpassivesandunmarkedpassives.“Be+V-ed”isthetypicalstructureofthepassivevoiceinEnglish.However,asananalyticlanguage,therearevariousotherformsinEnglishthatcanbeusedtoexpresspassive.ThatisunmarkedEnglishpassivevoice,whichmeansthatcertainactiveverbformswithpassivemeaning.UnmarkedEnglishpassivesrefertothesubjectistheagentoftheactionwithoutanymarkedpassiveverbsinthesyntax.2.3ThepreviousstudyrelatedtounmarkedEnglishpassivesPassivevoiceisacommonandcomplexgrammaticalterm,andresearchonthepassivevoicehasincreasedsignificantly,therefore,avarietyofresearchachievementsaboutthestudiesonpassivevoicehavebeendonebothathomeandabroad.YetunmarkedEnglishpassives,asonekindofEnglishpassivevoice’sterms,justhadabriefanalysisinthesestudies.Forinstance,someresearchersstudythecontrastiveanalysisoftheEnglishpassivesandChinesepassives.張晉林(2009(2):59-61)analyzestheexpressionformsofEnglishandChinesepassivesandthenmainlydistinguishedthesimilaritiesanddifferencesbetweenthem,sothatrevealedthenatureofthepassivevoice.王一紅(2010(7):113-114)triestofindouttheculturaldifferencesbetweenChineseandforeigncountrybycomparingthetwokindsofpatternsofpassivevoice.What’smore,thereareotheraspectsofstudiesonunmarkedEnglishpassives.李國南(1991(4)12-23)discussesnotionalpassiveandsyntacticalpassive.Inrecentyears,manyscholarshavecometofocusonthestudyofpassiveacquisition,theystudyonlearningandteachingofEnglishpassives,suchas朱朝霞(2004)proposesanewmethodontheteachingofEnglishpassives,namely,thecontrastiveinductivemethod.Withthecorpus-basedresearchmethod,陳萬霞(2001:198-202)concludesthatChinesecollegeEFLlearnersmadevariouserrorsinthepassivevoiceacquisition.Andshefindsthatthecausesmightbenegativetransfer,transferoftraining,andlearners’inabilitytouseEnglishverbscorrectly.吳靜and邵志洪(2006(4):32-35)discusesthereasonsfortheexistenceofEnglishandChineseunmarkedpassivesbasedonthetheoryofCognitiveLinguistics.Fromthepreviousliteraturesanddata,thestudiesofunmarkedpassivesaremainlyrestrictedtothetheoryandcontrastivestudybetweenChinesepassivesandEnglishpassives.AnditisapitythatmostofthestudiesweremainlyonthemarkedEnglishpassives,whilethestudyonunmarkedEnglishpassiveswasrare.SomescholarsthinkthattheunmarkedEnglishpassivesisakindofedgeofsentence,whichaccountsforalittleproportion,sotheyaresimplygeneralizingitanddonothavemoreresearches.However,unmarkedEnglishpassivesisalsocomplex,thesecondlanguagelearnerscomeacrossdifficultiesinit.TheycannotmastertheunmarkedEnglishpassivesforthelackoferrorcorrectionanderrortreatment.SotheauthorchoosesthistopictoanalyzetheunmarkedEnglishpassivesthoroughlyandsystematically.3.AnanalysisoftheerrorsofUnmarkedEnglishPassivesThepreviouschapterhasbeendevotedtosometheoreticalissuesconcerninginterlanguage,erroranalysisandunmarkedpassivesinEnglish,whichgiveusabetterunderstanding.However,thecentralpartofthisresearchisgainedthroughthedetailedanalysisofthesamples.Sointhischapter,theresultsofthestudyarepresentedanddiscussed.WewillanalyzetheerrorsofunmarkedEnglishpassiveonthebasisofthedatamaterials.Classificationoftheerrorswillbegivenandthecausesoferrorswillbeputforwardaccordingtotheresult.3.1ClassificationoferrorsAsananalyticlanguage,theunmarkedEnglishpassivevoiceisaspecialformthatcanbeusedtoexpresspassive.Thatis,certainactiveverbformswithpassivemeaning.Apartfromthat,certainadjectives,nouns,non-finiteformsoftheverbcanhavethesamefunction.Whenacquiringthesecondlanguage,Chineselearnersmadeerrorsbecauseofthedifferencesbetweentherulesofthemotherlanguageandthetargetlanguage,andthedifferencesmaycauseobstructionsonthesecondlanguagelearningandmastering.Iftheyignorethefunctionandtherelatedcontext,thelearnersmaymakemoremisuseofunmarkedpassivevoiceinpracticaluse.Thefollowingaretheanalysisfromdifferentaspects:(1)Errorsofunmarkedpassivescharacterizedbygerund-after-verb:Wrong:Thehousewanteddoneup,unlesshedecidedtomoveintothecountry.Right:Thehousewanteddoingup,unlesshedecidedtomoveintothecountry.Wrong:Myclothesneedwashed.Right:Myclothesneedwashing.Wrong:Theproblemrequiresstudiedcarefully.Right:Theproblemrequiresstudyingcarefully.Theverbswiththemeaningofdemand,needordeserveetc.arefollowedbyactiveformofgerundtoexpressthepassivemeaning.Thosewhomadetheerrorsusedthepastparticipleaccordingtotherelationshipofverb-object.Thewordsafterthiskindofverbsservedastheobjectofthewholesentence,andthesubjectistherecipientoftheactionofthewords.(2)Errorsofunmarkedpassivescharacterizedbyinfinitive:Wrong:Heishardtobeconvinced.Right:Heishardtoconvince.Wrong:Ihavealotofworktobedonetomorrow.Right:Ihavealotofworktodotomorrow.Wrong:Thereisnotimetobelost.Right:Thereisnotimetolose.Whenusedasattribute,logicallytheinfiniteformhasverb-objectrelationshipwiththenounorpronounmodifiedbyit,andiftheinfinitehassubject-predictrelationshipwiththeothernounorpronouninthesentence,thentheactiveformofinfiniteisusedtoexpressthepassivemeaning.Thelearnersrarelymeetthiskindofsentences,somostofthemmadewrongsentences.(3)Errorsofunmarkedpassivescharacterizedbyspecialintransitiveverbs:Wrong:Dampclothesareironedeasily.Right:Dampclothesironeasily.Wrong:Thesepotatoesarepealedeasily.Right:Thesepotatoespealeasily.Wrong:Theenginewon’tbestarted.Right:Theenginewon’tstart.Someintransitiveverbs,suchaswash,sell,tearandironetc.expressthecharacteristicsofthesubject,andusuallythesubjectsinthiskindofsentencesarematerialnounswithinnercharacters.Mostofthelearnersmadeerrorsonthistypeofpassivesentences,whichmightresultfromthelearners’over-generalizingtheuseofpassivevoice.Whenmakingsuchkindofsentences,theyusepassiveformsonpurpose.(4)Errorsofunmarkedpassivescharacterizedbysomelinkingverbs:Wrong:Yourconclusionissoundedreasonable.Right:Yourconclusionsoundsreasonable.Wrong:Hisfaceislookedpale.Right:Hisfacelookspale.Wrong:Hisideaisprovedcorrect.Right:Hisideaprovedcorrect.Thelinkingverbs,suchaslook,feel,smellandtastecanexpresspassivemeaninginactiveforms.Thosewhomadethewronganswersmayover-generalizetheuseofunmarkEnglishpassivevoicethoughtheypaidattentiontothedifferencesbetweenEnglishandChinese.(5)Errorsofunmarkedpassivescharacterizedbyverb’scontinuousform:Wrong:Themagazinesarebeingbound.Right:Themagazinesarebinding.Wrong:Thebookisbeingprinted.Right:Thebookisprinting.Wrong:Theeggsarebeingfired.Right:Theeggsarefrying.Thecontinuousformsofsomeverbscanexpresspassivemeaninginactiveforms.ThosewhomadeerrorsdidnotrealizethattheEnglishverbs,suchasbind,fry,printetc.canexpresspassivemeaningsinactiveform.ThroughanalyzingthemisuseoftheunmarkedEnglishpassives,thetypesofmisusearemainlyclassifiedintofivekinds.AlltheseresultsindicatelearnershaveproblemswhiletheyacquireunmarkedEnglishpassives.TheymadeerrorsinunmarkedEnglishpassivesessentiallybecausetheygeneralizedpassivevoiceinEnglish.Whenmakingsuchkindofsentences,theyusepassiveformsonpurpose,andthensomeerrorswouldbemade.3.2CausesoferrorsThroughanalyzingthemisuseoftheunmarkedEnglishpassivevoice,thelearnersmakethefunctionerrors.Therefore,forthelearners,analyzingtheEnglishpassivesentencesfromtheangleoffunctionisimportantandnecessaryinordertoreducethemisuseofEnglishpassivevoice.ForChinesesecondlanguagelearners,thecausesoftheerrorsofunmarkedEnglishpassivevoicearethedifferentlanguagefamiliesfortheChineselanguageandtheEnglishlanguage,whichresultinginlanguagetransfer.Odlin(1989)defineslanguagetransferas“theinfluenceresultingfromsimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviouslyacquired”.Andlanguagetransfercanbedividedintopositivetransferandnegativetransfer.Asweknow,ChineseandEnglishhavegreatdifferences,soitbelongstonegativetransfer.Negativetransfer,alsoknownasinterference,istheuseofanegativelanguagepatternorrule,whichleadstoanerrororinappropriateforminthetargetlanguage(Richards,2005:380).ThefollowingfactorsgiverisetonegativetransferofunmarkedEnglishpassivevoice’slearning.Firstly,deficientgrammarknowledgeoftheunmarkedEnglishpassiveshascontributedtotheerrors.Grammarisanindispensablepartinlanguagelearning.SomeChinesesecondlanguagelearnersdonothavecleargrammarconceptsorhavestronglanguagefoundation,sotheycannotgraspthegrammarrulesexactly.IntheprocessofacquiringEnglish,theChineselearnersareledtomakeerrorsbythenatureoftheformalinstructiontheyreceive,includingtextbooks,exercise,referencebooksandsoon.Althoughsomegrammaticalrulesarequitesimpleandfoundational,tothelearners,theystillmakesomeerrorsintheirpracticalapplicationbecauseoflackofmorepractices.Inmostcases,learnersareconsciouslylearningthelanguageratherthanacquiringtheknowledge.Asaresult,learnersoftensufferfromthelimitsofEnglish,andhavetoresorttotheirmothertonguewhennecessary.What’smore,theunmarkedpassivevoiceisjustagrammaticalcategory,itsfunctionistouselanguagetosymbolicpeoplerealizethestateofaffairs.Therethingsisrelativelyconstant,whathashappenedisthatthepeople'sawareness.Becausethesechanges,thecorrespondinglanguageexpressionwayisdifferent.Languageistheproductofinnerthought.Inthissense,thoughtpatterniscloselyrelatedtolanguagelearning.Influencedbyhistory,geography,philosophyandsomeotherfactors,westernersandChinesepeoplehavedevelopeddifferentkindsofthoughtpatterns.AsChineselearnershavenotgotintothehabitofthinkinginEnglishandnotyetovercomethenegativetransfer.Thelastpointisthemaincause.LearnersholdnegativeattitudestowardthemisuseofunmarkedEnglishpassives.Sometimeslearnersknowtheymaketheerrors,buttheychosetoavoidthem,whichwillaffecttheirenthusiasmoflearning.Whenmakingsuchkindofpassivesentences,theyusepassiveformsonpurpose,andthensomeerrorswouldbemade.Theydonotbearcorrectattitudestowarderrorsmadeintheunmarkedpassivevoicelearning,whichcausesthemtomakethesameerrorsconstantly.Becauseofthelanguagetransfercausedbydeficientgrammarknowledge,differentthoughtpatternsandnegativeerrorcorrectionattitudes.Chineselearnerseasilytendtomakeerrorswhenusingunmarkedpassivevoicetoexpresstheirthoughts.4.ErrorCorrectionStrategyAfteranalyzingtheerrorsofunmarkedEnglishpassivesandthecausesofthemisuse,thischapterwillputforwardsomeeffectiveerrortreatmentswhicharehelpfulforthelearnertocorrecttheirerrorsofunmarkedEnglishpassives.4.1ErrorcorrectionmethodsErroranalysisconsistsofthreeaspects,namely,errorfeedback,errorcorrectionanderrortreatment.Thispapermainlyfocusedontheresearchoferrortreatment.Tothepsychologicallinguists,thelearners'languageerrorsaretheirnaturalperformanceintheprocessoflearning,asitwere,thenecessarywayoflearningaforeignlanguage.Andinordertoachievethetargetlanguage,theyneedtopassthestageofinterlanguage.Thelastingtimeofinterlanguagestageisdifferentfrompersontoperson.It'suptotheobjectivefactorsandsubjectivefactors.Butthroughanalyzingthecauseoflanguageerrorsandputtingeffectiveerrorcorrectionmethods,thelearnercanshortenthedurationoftheinterlanguagestage.Errorcorrectionmethodsaredividedintodirecterrorcorrectionandindirecterrorcorrection.Theso-calleddirecterrorcorrectionistheteacherhelplearnerscorrecttheirerrorsdirectly.Whileindirecterrorcorrectionisthattheteacheronlypointouttheerrorandthestudentscorrectitthemselves.Inthelong-termeffects,thelatterismoreconducivetoraisethelearninglevelofstudentsthantheformer.Ingeneral,indirecterrorcorrectionismoreproper,moreeffectivethandirecterrorcorrection;directerrorcorrectionisonlyapplicabletobeginnersorlearnerswhocan'tcorrectlanguageerrorsthemselves.4.2ErrortreatmentErrorisanindispensableandimportantpartintheprocessofsecondlanguagelearning,becauseerrorscanreveallearners’grammardifferencesbetweeninterlanguageandtargetlanguage.Therefore,errortreatmentplayacrucialroleinerrorcorrecting.SincepassivevoiceintheEnglishlanguageisimportant,soitiscriticalforthelearnerstoavoidtheerrorsofunmarkedEnglishpassives.Thefollowingaretheerrortreatmentfromaspectsofteachingandlearning.Forteaching,teachersshouldpayattentiontouseotherstrategiesofthelanguageerrorcorrectiontohelpstudentsovercometheerrorsintheunmarkedEnglishpassives.Atpresent,thelanguageerrorcorrectiononlystaysintheaspectofsentence;teachersoftenanalyzethesinglelanguageerrorsisolatedfromdiscoursestructure,donotconsidertherelationshipsbetweenlanguageerrorsanddiscourse,letaloneconsiderthecultureemotionalfactorsbehindthelanguage.Ifwecanconsiderfromalanguageangleofdiscourse,someerrorsarenotwrong.WhencorrectingerrorofunmarkedEnglishpassives,teachershouldstandintheheightofthetexttoguidethestudents.Inaddition,teachershouldtakeindirectcorrectiontomonitorthestudentcorrectingerrorhimself.Thiskindofphenomenonoftenappearsinforeignlanguageteaching,thatisstudentmadealanguageerror,andteachercorrectitimmediatelyinsteadofanalyzingthelanguagelearningprocessandthefactorsofgeneratederrors.Theguidingideologyoftheforeignlanguageteachingshouldbechangedalongwiththedevelopmentofpsycho