1. interference
2. overgeneralization
3. simplification
4. cross-association
1. The practice of error analysis is divided into identifying, describing and explaining. Identifying errors is the first step of error analysis. To identify errors we have to compare the sentences produced by the learner with the corresponding sentences native speakers are likely to produce to express the same meanings. Describing errors, the second step of error analysis, is categorizing errors grammatically. Once errors are identified, they can be classified into categories. Explaining errors, the final step, is the task of tracing the source of errors. This task is more psychological than linguistic in essence. In terms of sources, errors are divided into interlingual errors and interlingual errors, based on whether they are caused by L1.
2. Krashen’s Monitor Model consists of five hypotheses: the Acquisition-Learning Distinction, Natural Order, Monitor, Input, and Affective Filter.
3. The Acquisition-learning Distinction is the cornerstone of Krashen’s theory. “Acquisition” occurs subconsciously as a result of participation in natural L2 communication. “Learning” is the result of conscious study of the formal system of the language. It is assumed that the two kinds of knowledge are stored in different areas of the LAD and thus play different roles in linguistic performance. “Acquired” knowledge serves as the source for automatic production of speech, whereas “learnt” knowledge is available for use only in monitoring linguistic production.
4. According to Krashen, the only way for people to acquire a language is by understanding messages or receiving comprehensible input. They move from I, their current level, to i+1, the next level along the natural order. That is to say, language is acquired by people’s comprehension of input that is slightly beyond their current level. People understand input containing i+1 because the situation, context, facial expressions, gestures, etc. will provide clues for comprehension.
5. The acculturation theory originated in the late 1970s and was put forward by J. Schulmann and R. Anderson. By acculturation they meant that individuals of one culture have to go through the process of modification in attitudes, knowledge, and behavior in order to function well in psychological adaptation. Schumann thinks that second language acquisition is one of the aspects of acculturation and the relation between acculturation and the second language acquisition is that the degree of the former will control the degree of the later. Normally successful acculturation will bring about successful second language acquisition while poor second language acculturation will produce poor second language acquisition.