systemic-analysis-of-elementary-school-learners-errors-in-efl-learning-and-use英語大學(xué)本科畢業(yè)論文

ContentsAcknowledgement 2Abstract 3摘要 5ChapterOneIntroduction 61.1Background 61.2TheAimoftheResearch 81.3TheSignificanceoftheThesis 91.4TheConstructionoftheThesis 101.5Summary 11ChapterTwoLiteratureReview 122.1CurrentStudyonErrorAnalysisAbroad 122.1.1TheClassificationofErrorsinDifferentAspects 122.1.2TheSignificanceofErrorsAnalysis 132.2ResearchesonErrorAnalysisatHome 142.3AnOverviewoftheErrorsAnalysisofEnglishTeachingintheElementarySchool 152.4Summary 18ChapterThreeRelatedtermsandTheory 183.1SystematicAnalysis 183.2ContrastiveAnalysis 193.3ErrorAnalysis(EA) 203.3.1CollectionofErrors 233.3.2IdentificationofErrors 233.3.3DescriptionofErrors 243.3.4ExplanationofErrors 253.3.5EvaluationofErrors 253.4InterlanguageTheory 263.5Summary 28ChapterFourDataCollectionandErrorAnalysis 294.1DataCollection 294.2ResearchQuestions 294.3ResearchParticipants 304.4MethodandResearchDesign 304.5DataAnalysisofTheTypesofErrors 314.5.1SubstanceErrors 314.5.2LexicalErrors 344.5.3GrammarErrors 364.5.4DiscourseErrors 384.6Summary 38ChapterFiveResultsandDiscussion 405.1DataAnalysisfortheFourTypesofErrors 405.2.1TheNumbersofFourTypesofErrors 405.2.2TheNumberofSubstanceErrors 415.2.3TheNumberofLexicalErrors 415.2.4TheNumberofGrammerErrors 425.2.5TheNumberofDiscourseErrors 425.3TheCauseoftheErrors 435.3.1MotherTongueInterference 445.3.2ErrorAssociation 465.3.3TheAbsenceoftheUseofLanguageRules 475.3.4LackofTraining 475.3.5InsufficientLanguageInput 495.4Summary 49Chapter6Conclusion 506.1MajorFindings 506.2SuggestionfortheFutureEnglishTeachingandLearning 516.2.1EnforcedStudents’AuthenticEnglishPractice 516.2.2EffectivelyPreventMotherTongueInterference 526.2.3EnforcedTeachers’ProfessionalLevelinEnglishLanguageTeaching 536.2.4ReconsideringtheViewofErrorCorrection 536.2.5ImprovingthequalityofTeachingandLearning 556.3LimitationsoftheStudy 596.4Conclusion 60Reference 62Appendix: 64AcknowledgementAbstractInelementaryschools,Englishteachersneedtoanalyzeanddealwithalltheerrorsandmistakesinstudents’Englishlearningandapplication.Bythelimitationofcomplexity,cognitiveandperspectiveoferrors,students’understandingoftheseerrorsisveryvagueandsidedness,andtheyoftencannotfullygraspthewholenatureandthecharacteristicsoftheerrors.Thisthesiswillhelpteachersandstudentssystematicallydefiniteerrors,identifyerrorsanddescribeerrorsordividethetypesoferrors,andfinallyfindoutthereasonsfortheerrorsandevaluatedifferenterrors,andsystematicallyformulatederrorsandhaveadefiniteobjectinviewofEnglishteachingstrategies.80studentsofgradesixcomefromanelementaryschoolarechosentobetheobjectofthisstudy,whicharetaughtbytheauthor.AndsixtimesoforalpracticeinatermandwritingassignmentsaretheerroranalysissampleoftheStudy.Herearetheresearchquestions:Whatarethetypes,thereasons,andthesuggestionoferrorsinelementarySchoolLearners’ErrorsinEFLLearningandUse?Inthisthesis,allthestudents’errorswillbeclassifiedintofourtypes,thatis,substanceerrors,lexicalerrors,grammarerrorsanddiscourseerrors.SubstanceerrorsreferstosomebasicEnglishskills,suchasEnglishpronunciation,andthepunctuationmarks.Theerrorsinthelexicallevelcanbedividedintotwocategories:vocabularyerrorsanderrorsofwordmeaning;Grammarerrorsdividedintowordformserrorsandsyntaxerrors;Discourseerrorsmainlyreferstomisuse,lessoroveruseoftransitionalword,andpronounconfusion.Fromtheempiricalstudy,grammarerrorsarethemostbiggestproblemwhichconfusedstudents’mindwhentheyuseEnglishtowrite.Thenumberofpronunciationerrorsaremorethanthenumberofpunctuationerrorsandmisspellingerrorsinelementaryschoolstudents’language；Thenumberofvocabularyerrorsaremorethanthenumberofwordmeaningerrorsinelementaryschoolstudents’language;Thenumberofwordformserrorsarelittlemorethanthenumberofsyntaxerrorsinelementaryschoolstudents’language;Thenumberofmisuseerrorsaremorethanthenumberoflessoroveruseoftransitionalwordserrorsandpronounconfusionerrorsinelementaryschoolstudents’language.Therearefourreasonsfortheerrorsinstudents’Englishlearninginelementaryschool,thatismothertongueinterference,Errorsassociation,theabsenceoftheuseoflanguagerules,students’lackoftraining,andinsufficientlanguageinput.Finally,somesuggestionprovedtoEnglishteachingandlearning:Enforcedstudents’authenticEnglishpractice;effectivelypreventmothertongueinterference;enforcedteachers’professionallevelinEnglishlanguageteaching;reconsideringtheviewoferrorcorrection;improvingthequalityofteachingandlearning.Keywords:elementaryschoolEFLteaching;EFLlearninganduse;systemicthinking;erroranalysis摘要在小學(xué)英語教學(xué)中，英語老師需要經(jīng)常研究和處理學(xué)生在學(xué)習(xí)中的錯(cuò)誤與偏誤。鑒于學(xué)生對(duì)于偏誤的復(fù)雜性，認(rèn)知角度的局限性，學(xué)生對(duì)偏誤的認(rèn)識(shí)也是模糊與片面，不能掌握其實(shí)質(zhì)和特點(diǎn)。本篇文章將幫助老師和學(xué)生系統(tǒng)的界定偏誤，分析偏誤，系統(tǒng)闡述偏誤的影響，希望在英語教學(xué)策略中有一定的幫助。偏誤可分為四大類：本位偏誤，詞匯偏誤，語法偏誤和語篇偏誤。其中本位偏誤可細(xì)分為發(fā)音偏誤，拼寫偏誤和符號(hào)偏誤；詞匯偏誤可分為詞語偏誤，語義偏誤；語法偏誤可氛圍詞性偏誤和句法偏誤；語篇偏誤可分為誤用，過多或者多少實(shí)用轉(zhuǎn)折詞，和代詞指代不清。經(jīng)數(shù)據(jù)顯示，語法偏誤是學(xué)生在口語和寫作中最發(fā)生最多的偏誤。在本位偏誤中，學(xué)生的發(fā)音偏誤的比例略高。在詞匯偏誤中，詞語偏誤的錯(cuò)誤率比較高。在語法偏誤中，學(xué)生的詞語形式用錯(cuò)的數(shù)量較多。在語篇偏誤中，用錯(cuò)單詞的數(shù)量最多。本文對(duì)于學(xué)生的各種偏誤，指出了四點(diǎn)原因：1.母語的影響；2.錯(cuò)誤聯(lián)想；3.語言規(guī)則使用的缺失；4.學(xué)生缺乏訓(xùn)練；5.語言輸入不充分。同時(shí)，也提出了一些建議：1.加強(qiáng)學(xué)生的地道英語的練習(xí)；2.有效的防止母語的干擾；3.加強(qiáng)老師在英語教學(xué)的專業(yè)水平；4.重新認(rèn)識(shí)偏誤改正；5.改進(jìn)教與學(xué)的質(zhì)量。關(guān)鍵詞：小學(xué)英語教學(xué)；小學(xué)生英語學(xué)習(xí)和運(yùn)用；辯證系統(tǒng)思想；偏誤分析ASystemicAnalysisofElementarySchoolLearners’ErrorsinEFLLearningandUseChapterOneIntroduction1.1BackgroundOralEnglishpracticeandEnglishwritinghasalwaysbeenabottleneckinEnglishteachingandlearning,soteachersareveryworriedabouthowtocorrecttheirerrors.However,Corderbelievesthatitispositiveinfluenceofstudents’errors.Thougherrors,teachercanlearnwhattobetaught;theresearcherwouldknowtheprocessofhowlearnerstoacquiretheEnglishknowledge;Learnerswouldexploretheassumptionsaboutthesecondlanguage.OralEnglishpracticeandEnglishwritingistheprocessofakindoflanguageoutput,soerroranalysisisveryimportantintoday’sEnglishteachingandlearning.Intheclass,timeislimitedinChineseschool.InChina,theimprovementoforalpracticeandwritingmustbealotoftimetraining.Duetothepressureofentranceexamination,thetimeofEnglishclassismainlyusedforthetrainingoflistening,grammarknowledgeinputandimprovingreadingability.Therefore,itisalwaysignoredinEnglishteachingandlearning,andoralEnglishtrainingandwritingtrainingisrelativelysmall.Becausemostoftheteachersthinkthatwritingwillspendalotoftimeintheclassroom.SomanyEnglishteachersintheclassroomisdoingsomesentencetranslation,andpayattentiontostudentsinwritingthecorrectspellingorgrammarrevision.examinationorientedstatusinChina,inoneexampaper,thewritingpartaccountsfor10points,whichtheproportionisnearlythesmallest.Andwritingpartreflectthestudents'comprehensiveabilityofsecondlanguagelearning.However,inthesetypesofexamparts,onlywritingisthestrongesttypeofsubjectivefactors.Andscoresofwritingstudentsmainlydependsonteacherpersonalpreferencesandcannotobjectivelyreflectthestudents'writingcompetence.Therefore,Englishteachersprefertospendmoretimeandenergyspentinlistening,grammarandreadingcomprehensionquestionsontheobjective,ratherthanspendalotoftimetoimprovethewritingabilityofmanyuncertainfactorsHereisthestudents'understandingofwritingerrors:“writingisacomprehensiveability.Butitisalsoaverycomplexandboringprocess.”Manystudentsthinkitisaverypainfulprocess.studentsexpresstherequirementsofthesubjectcontent,gatherthewordsthoughwriting;onthecontrary,somestudentslearnEnglishwell,caneasilywritedownthearticle,buttheydon’twanttocheckorcorrectthearticle,andtheywouldrathergotocheckthefrontpartofthebasicknowledge.Therefore,althoughthesetwokindsofcompletelydifferentthoughts.Thisleadstotheerrorrateofthecompositionofisveryhigh.Inelementaryschool,becauseoftheirrelativelyshorttimeinlearningEnglish,andEnglishlanguagearerequiredtomasterthevocabularyfor3500sentencesmainlyinvolvessimplesentence,objectclause,theattributiveclause,andadverbialclause,studentsdonotliketocontactmoreEnglisharticlesoutsidetheclassroom.Becausemostofthemthink,eveniftheygotoreadanarticle,therewillbemanywordsthattheydonotknow.Englishlearningprocesswillbeverypainful,andtheimprovementofwritingscoresisnotveryhelpful.Sotheyaremorewillingtospendmoretimetorememberthewords,phrasesorgrammarrulesthatarerequiredbythesyllabus.However,readless,students'writingabilityofnatureisdifficulttobeimproved.AtthesametimeInsufficientlanguageinputalsocausethestudent'sextracurricularvocabularydoesnotextendInsufficientlanguageinput,andinevitablyleadtothedifficultyoflanguageoutput.Therefore,inordertoletthoseinwritingerrorsthataredifficulttowritethestudentsandstudentscanallimprove.Thisisalongandprotractedprocess.TherulesofEnglishlearningshowthatbyknowledgenegativemigrationandcognitiveability,differentlearnersataparticularstageoflearning,wouldmakeerrorsinthelearningprocess.Students’Englishexpressionisalsodifferentaccordingtodifferentcontext.Overtheyears,ourEnglishteachingemphasistoomuchonlanguageknowledgeteachingbutignorethecultureofthetargetlanguage,sosomelearnerscanonlysayorwritesentencesinthecorrectlanguagestructure,butdonotknowatwhattime,whatthescenecouldusethecorrectexpression.Finally,emotionaloffensive,andevenmisunderstandingwouldappearedthataffectthenormalcommunication.Fortheerrors,teachersshouldsetkindsofChineseandWesternculturaldifferencesinlanguage,sothatstudentsinmasteringknowledgeofEnglishlanguageatthesametimeshouldalsobemoreunderstandingoftheirculturalknowledge,includingtheAngloAmericancountries,customs,religionandotheraspectsofetiquetteknowledge.Itisnotdifficulttosee,learners’understandingproblemofthetargetlanguageisnotliesincertainlanguageknowledge,program,buttheculturaldifferences.Besides,errorsarepartofforeignlanguagelearnersinthelearningprocess,tocorrectlyviewandartistictreatmentofEnglishlearnersmistakehasimportantsignificanceforimprovingtheefficiencyinEnglishteaching.Therefore,long-termobservationandthecollectionoflearners’errorsiseasierfortheteacherstograspthelawoflanguageteaching,continuouslyenrichtheteachingexperience,correctlypredictlearnersmayappear,andtakecorrespondingmeasures,effectivelypreventstudents’errors.Suchlearnerswillbegreatlyreducedbythephenomenonoferrors.However,iftheteacherspaymuchattentiontostudents'errorsintheuseoflanguageappears,willinevitablyleadtothefocusofteachingemphasisonlanguageknowledgeandlanguageformoferrorcorrection,theskillsofforeignlanguageteachingforforeignlanguageteachingknowledgealienation,todeviatefromthelanguageteaching.Sointheteachingpractice,teachersshouldnotonlygoodprevention,detectionandcorrectionoferrors,butalsotocreateacontext,tocarryoutactivities,helpstudentstotakeanactivepartinlistening,speaking,readingandwritingskillstraining,makeitintheuseoflanguageintheprocessofperception,discoverandusethelanguagerules,graduallyreducethepragmaticerrorsandimprovethelevelofEnglishcommunication.InEnglishteaching,teachers'languageonlearners'errorsneednotbetoopicky,butshouldtakeatolerantattitude,tellthelearnererrors,isaninevitablephenomenonintheprocessoflearning,languagelearningonlyafteralotofpracticetotheerrortolessdirecttocorrectmistake.EnglishlearningisoneoftheelementaryschoolEnglishteachingimportantcomponent.WhenlearnerswantstouseEnglishfrequentlyandeasily,theyshouldknowtheregulationsandrulesofEnglishgrammarandEnglishexpression.Besides,iflearnerscanpickuptheerrors,theywouldnotcommittheseerrorsinthefuture.What’smore,thougherrors,teacherwouldknowabouthowwellEnglishlearnersacquiredtheknowledge,andaccordingtoerrorcorrectionmethod,teachershelplearnerstoimprovetheircomprehensiveEnglishLevel.What’smost,thougherroranalysisandcorrection,learnerswouldobtainmoreandmorelanguageknowledge,approachtomorepurertargetlanguage.Insomesense,errorlearningismoremeaningfulforlearnersthanerrorpreventing.Accordingtothelimitationsofthecomplexityandperspectiveoferror,Thereisalargeambiguityandone-sidenessoftheprimaryschoolEnglishteachers'understandingoftheerrors,soteachersoftencannotfullygraspthenatureandcharacteristicsoftheerror.Ithasmoreimportantpracticalvalue.Academically,theideaofthisresearchhelpstosolveexistingerrorsinthecurrentprimaryschoolEnglishTeaching.1.2TheAimoftheResearchInelementaryschools,Englishteachersneedtoanalyzeanddealwithalltheerrorsandmistakesinstudents’Englishlearningandapplication.Bythelimitationofcomplexity,cognitiveandperspectiveoferrors,Englishteachers’understandingoftheseerrorsisveryvagueandsidedness,andtheyoftencannotfullygraspthewholenatureandthecharacteristicsoftheerrors.What’smore,Englishteacherscannotbesystematicallydefiniteerrors,identifyerrorsanddescribeerrorsordividethetypesoferrors,andfinallyfindoutthereasonsfortheerrorsandevaluatedifferenterrors,andoftencannotsystematicallyformulatederrorsandhaveadefiniteobjectinviewofEnglishteachingstrategies.Atthesametime,somenewviewpoints,newtheories,newmethodsandnewproceduresareadoptedtostudytheEnglishTeachinginprimaryschools.Butsofar,therelatedresearchisstillalackofadequatesystem,andtheunderstandingoferrorsisveryvagueandsidedness,andespeciallylackofsystemicanalysisofelementaryschoollearners’errorsinEFLlearninganduse.Sincethepurposeofthesisistoinvestigateandexplainthetypes,reasonsandeffectofEAinelementarySchoolLearners’ErrorsinEFLLearningandUse,thisthesiswouldfindoutwhaterrorsinlearnersEnglishlearning,andhelpteachersandlearnerstocognitionalltypesoferrorsandfinallyobtaintheskilltoEnglishlearning.1.3TheSignificanceoftheThesisTheresearchofthispaperisexpectedtohaveapracticalandacademicsignificance.Inpracticalaspect,theprimaryschoolEnglishteaching,becauseofvariousreasons,therewillbeavarietyofdifferenterrors.Withlearners’errorcomplexityandtheabilityandrecognitionfromteachers,therearesomeone-sidednessrecognitionoferrorsforelementaryschoolteachers.Therefore,teacherscannotfullygraspthenatureandcharacteristicsoftheerrors.Besides,Englishteacherscannotbesystematicallydefiniteerrors,identifyerrorsanddescribeerrorsordividethetypesoferrors,andfinallyfindoutthereasonsfortheerrorsandevaluatedifferenterrors,andoftencannotsystematicallyformulatederrorsandhaveadefiniteobjectinviewofEnglishteachingstrategies.Finally,theresultsofthisstudyhelpteachersandlearnerstosolvethevagueandone-sidedrecognitiononstudents'errorsinprimaryschoolEnglishteachingandlearning,andfullygraspthenatureandthecharacteristicsoftheerrors,soithasmoreimportantpracticalvalue.Intheoreticalaspect,inrecentyears,someachievementshavebeenmadeathomeandabroad.WiththecontinuousimprovementoftheerroranalysisofEnglishTeachinginprimaryschools,therearealotofthesisincludingnewideas,newtheory,newmethodsandprocedures,andachievement.However,inrelatedresearch,thereisalackofsystemicanalysisofcasestudyforelementaryschoollearners’errorsinEFLlearninganduse.Besides,traditionalforeignlanguageteachingandresearchorthesecondlanguageacquisitionresearchoflearnererrorsanalysis,especiallysince1960s,iswidelyusedtothelanguagelearninginavarietyoferroranalysis,andgetconsiderabledevelopmentandmadesomeimportantachievements.However,inthesestudy,therearesomelackofadequatesystemicoferroranalysisinthestudyofthetraditionallanguageteachingresearch.Traditionalerroranalysisinlanguageteaching,basedonthesimplethoughtofholismcomprehensivelygraspthelearningerrorthroughawholeormacrotheory,butcannotdetailedlearnererrors.Erroranalysisinthestudyofsecondlanguageacquisition,accordingtomechanicalreductionism,detailedoneaspectoflearningerrors,andlimitedtherecognitionofthelearners'errors.That’stosay,thesestudyalwaysillustratethesingledimensionalorone-wayoferrorsanalysis,andcannotseethetypesoferrorsandthereasonsforthemulti-dimensionalandmulti–dimensionalaspects.RelatedresearchintheprimaryschoolEnglishteaching,alsousesomenewideas,newtheories,newmethodsandnewprocedurestodiscusstheerrors,andgetsomeachievement.Atthesametime,thethesisispartofthemethodologyofinvestigatingthelanguagelearningprocess,andithasdirectrelevancetotheimprovementoflanguageteachingmaterialsandmethods.Butsofar,therelatedresearchisstillalackofadequatesystem,andtheunderstandingoferrorsisveryvagueandsidedness,andespeciallylackofsystemicanalysisofelementaryschoollearners’errorsinEFLlearninganduse.Besides,therelatedresearchonlearners'erroranalysisaretoogeneral,ortooone-sided.Inthispaper,erroranalysiswouldbeillustratecomprehensivelyandsystemically,inordertofindElementarySchoolLearners’ErrorsinEFLLearning,andhelplearnerstomakearemarkableprogressonEnglishlearning.1.4TheConstructionoftheThesisThisthesisconsistsofsixchapters.First,inChapterOne,introductionpartprovidethebackgroundofthesituationofstudents’Englishlearninginelementaryschool,andthepurposeandpracticalandacademicsignificanceofthethesis.Second,inChapterTwo,thisthesiswillstatesomeresearchonErrorAnalysisathomeandAbroadandtheachievementandlimitationsofpresentstudyonlearners’EFLlearningerrorsanalysisinelementaryschool.Third,inChapterThree,sometheoreticalframeworkwillbeillustrateincludingCA,EAandtheinterlanguagetheorytosupportthethesisempiricalstudy.Fourth,inChapterFour,theempiricalresearchillustratethesubjects,methods,theprocess,andthedataanalysis.Fifth,inChapterFive,typesoferrorswillanalyzed,andeachtypeoferrorwillbeclassifiedandfinallytheempiricalstudywillfindthereasonforthetypesoferrors.Finally,inChapterSix,thereisaconclusionforthethesis.Inthispart,somesuggestionsandlimitationareprovided.1.5SummaryInthischapter,therearefourparts:background,Theaimoftheresearch,thesignificanceofthethesisandTheconstructionofthethesis.ChapterTwoLiteratureReview2.1CurrentStudyonErrorAnalysisAbroad2.1.1TheRelatedTheoryofErrorsInthemodernsense,errorsorerrorsanalysiswasdevelopedonthebasisofcomparativeanalysis.PitCorderwasthefirstadvocateoferroranalysisinthemodernsense.In1967,CorderpublishedthepaperTheSignificanceofLearner'sErrors,causedscholarstofocusonforeignlanguagelearners’inthelanguageerrors.Inthearticle,heproposeda"error"concept,andmakeadistinctionbetween"Error"and"mistake".

2.1.2TheClassificationofErrorsinDifferentAspectsCorder(1971)statedthaterrorsincludedlanguageuseerrorandlanguageabilityerror.AndCorder(1974)classifiederrorsasfromsystematicerrors,systematicerrors,andaftersystematicerrors.Fromthespecificcauserootoferrors,Corderdividederrorsintolanguageerrors(Intralingual)andInterlingualerror(Interhngual),inordertoestablishthetheoreticalframeworkoferroranalysis.

Richards(1974)dividederrorsintoerrorinterlingual,intralingualerrorsanddevelopmenterrors.Dulay,Burt&Krashen(1982)accordingtoerrors’classificationcategory,classifiedlanguageerrorintospeecherrors,lexicalerrors,grammaticalerrorsandsentenceerrorsordiscourseerrors.Corder(1967)proposedfivestepsofErrorAnalysis:collectlearnerdata-recognitionerrors-errorclassification-error’sreasonanalysis-errorevaluation.2.1.3TheSignificanceofErrorsAnalysisCorder(1967)pointedout:theaimofErrorAnalysisissystematicanalyzeandstudieslearner'serrors,andfindthecauseoftheerror,thusexplainthementalprocessofforeignlanguageslearningaswellasfindtheerrorssystemstatusinlanguagelearning.James(2001:F24)definederroranalysisas“theprocessofunsuccessfullanguagestudy,natureoflanguageerror,errorcausesanderrorconsequences.”Richards&Sampson(1974)notedthaterrorsshouldnotjustbetreatedasthefailureprocessillustrationoflanguagelearnersinlanguagelearning,itshouldbeconsideredasuccessfullearners’performance.Corder(1971)inthearticle,IdiosyncraticDialectsandErrorAnalysis,pointedoutthatmistakesareinevitableandnecessarypartofthelearningprocess,errorcorrectioncanaccuratelyprovidenegativeevidence,anditisnecessaryfortheevidencetofindingtherightlanguageconceptorregulation.Healsopointedoutthesignificanceoftheerrorslearninghasthefollowingthreefunctions:errorstelltheteacherswhattoteach;errorswouldtellresearchershowtoprogresslearners’languagelearning;errorsarethemeansforlearnerstotesttheirhypothesis(Corder,1967).2.2ResearchesonErrorAnalysisatHomeAtpresent,theanalysisoftheerrorofthedomesticanalysisaremoreandmore.ProfessorGuiShichun(1985)pointedoutthattheerroranalysisisacommonmeansofteacherstofoundoutindividualityandcommonnessofstudents'languagelearning.ProfessorWangChuming(1990),inhisAppliedPsychology,alsopointedoutthattheerroranalysiscanhelpusrealizethatlanguagelearningisaprocessthatlearnersactivelybuildtheirlearningstructure.Hesaidthaterroranalysisisheartwindow,throughitwecanpeeplearningpsychologicalprocess,andtounderstandwhatkindoflearningstrategiesthatlearneradopte