Interlanguage-based Error Analysis in Higher Vocational and Technological College EFL Education in China

The previous traditional second language (L2) acquisition research was lacking of systematic theoretical guidance as regards error analysis and research. Interlanguage firstly provides a reliable theoretical basis, which refers to the entirety of L2 output as a reference context to analyze language learners’ errors, significantly reducing the blindness of research practice in error analysis. Error analysis of learners’ L2 output contributes to accurately identifying what learners have understood, what they have not yet, what they have misunderstood, what they have mastered, or what they have not yet and so on. This would be of greatly theoretical and practical value to the actual situation of English as a foreign language (EFL) teaching for the steady enhancement of EFL instructional reform in higher vocational and technological colleges. Implications are seemingly highlighted respecting interlanguge-based error analysis in higher vocational and technological EFL instruction