自20世纪60年代起,人们开始关注二语学习者所犯的错误本身,错误分析理论由此产生。在语言教学过程中将不同的错误进行区分既可以帮助教师了解学生的语言学习程度也可以指导教学。 Since the 1960s, people began to pay attention to the mistakes made by second language learners themselves, resulting in the theory of error analysis. Differentiating different mistakes in the process of language teaching can help teachers to understand the students’ level of language learning and can also guide the teaching.