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1、DescriptionoferrorsThedescriptionoflearnererrorsinvolvesacomparisonofthelearner’sidiosyncraticutteranceswithareconstructionofthoseutterancesinthetargetlanguage.Itrequires,therefore,attentiontothesurfacepropertiesofthelearner’sutterances(i.e.itdoesnotattempt,atthisstage,toidentifythesourcesof
2、theerrors.)---Focusonlyonobservable,surfacefeaturesoferrors,asabasisforsubsequentexplanation.Descriptiveerrortaxonomies（分類）(a)onebasedonlinguisticcategories(b)theotherfocusingonthewaysurfacestructureshavebeenalteredbylearners(a)Thesimplesttypeofdescriptivetaxonomyisonebasedonlinguisticcatego
3、ries.ThistypeiscloselyassociatedwiththetraditionalEAundertakenforpedagogicpropose,asthelinguisticcategoriescanbechosentocorrespondcloselytothosefoundinstructuralsyllabusesandlanguagetextbook.generalonessuchasmorphology,lexis,andgrammarandmorespecificonessuchasauxiliaries,passives,andpreposit
4、ions.Suchtaxonomiesallowforbothadetaileddescriptionofspecificerrorsandalsoforaquantificationofacorpusoferrors.Duskova(1969)identifiedatotal1007errorsinthewritingworkof50Czech（捷克）learnersofEnglish,whowerepostgraduatestudentsstudyingscience.Shefound756‘recurrentsystemicerrors’and251‘nonceerror
5、s’(i.e.errorsthatoccurredonceonly).Errorsinarticlesweremostcommon(260),followedbyerrorsinlexis(233)andmorphology(180).Incomparison,therewereonly54errorsinsyntaxand31inwordorder.(b)Analternativetoalinguisticclassificationoferrorsistouseasurfacestrategytaxonomy.This‘highlightsthewayssurfacestr
6、ucturesarealtered’bymeansofsuchoperationasomissions,additionsandregularization.Table1providesapartofthetotaltaxonomytogetherwithexamplesofthecategories.Dulay,BurtandKrashenclaimthatsuchanapproachispromisingbcsitprovidesanindicationofthecognitiveprocessesthatunderliethelearner’sreconstruction
7、oftheL2.thisseemsadoubtfulclaim,however,asitpresupposesthatlearnersoperateonthesurfacestructuresoftargetlanguageratherthancreatetheirown,uniquestructures.Ifasurfacestrategytaxonomydoesnotrepresentmentalprocesses,itisnotclearwhatvalueithas.Thismayac
