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1、DescriptionoferrorsThedescriptionoflearnererrorsinvolvesacomparisonofthelearner’sidiosyncraticutteranceswithareconstructionofthoseutterancesinthetargetlanguage.Itrequires,therefore,attentiontothesurfacepropertiesofthelearner’sutterances(i.e.itdoesnotattempt,atthisstage,toidentifythes
2、ourcesoftheerrors.)---Focusonlyonobservable,surfacefeaturesoferrors,asabasisforsubsequentexplanation.Descriptiveerrortaxonomies（分类）(a)onebasedonlinguisticcategories(b)theotherfocusingonthewaysurfacestructureshavebeenalteredbylearners(a)Thesimplesttypeofdescriptivetaxonomyisonebasedon
3、linguisticcategories.ThistypeiscloselyassociatedwiththetraditionalEAundertakenforpedagogicpropose,asthelinguisticcategoriescanbechosentocorrespondcloselytothosefoundinstructuralsyllabusesandlanguagetextbook.generalonessuchasmorphology,lexis,andgrammarandmorespecificonessuchasauxiliar
4、ies,passives,andprepositions.Suchtaxonomiesallowforbothadetaileddescriptionofspecificerrorsandalsoforaquantificationofacorpusoferrors.Duskova(1969)identifiedatotal1007errorsinthewritingworkof50Czech（捷克）learnersofEnglish,whowerepostgraduatestudentsstudyingscience.Shefound756‘recurrent
5、systemicerrors’and251‘nonceerrors’(i.e.errorsthatoccurredonceonly).Errorsinarticlesweremostcommon(260),followedbyerrorsinlexis(233)andmorphology(180).Incomparison,therewereonly54errorsinsyntaxand31inwordorder.(b)Analternativetoalinguisticclassificationoferrorsistouseasurfacestrategyt
6、axonomy.This‘highlightsthewayssurfacestructuresarealtered’bymeansofsuchoperationasomissions,additionsandregularization.Table1providesapartofthetotaltaxonomytogetherwithexamplesofthecategories.Dulay,BurtandKrashenclaimthatsuchanapproachispromisingbcsitprovidesanindicationofthecognitiv
7、eprocessesthatunderliethelearner’sreconstructionoftheL2.thisseemsadoubtfulclaim,however,asitpresupposesthatlearnersoperateonthesurfacestructuresoftargetlanguageratherthancreatetheirown,uniquestructures.Ifasurfacestrategytaxonomydoesnotrepresentmentalprocesses,itisnotclearwhatvalueith
8、as.Thismayac
