The Analysis And Study On Writing Errors Of English Major Students In Vocational Colleges Based On The Theory Of Error Analysis

Writing ability is one of the core skills emphasized in English teaching, and it is also the significant part of communication skill. English writing is the integrated reflection of students' cognitive ability, thinking ability and words application ability. What's more, it is the important performance of output ability in using English, and it also needs the capacity of using language expertly and certain writing skills. In real writing, there will be all kinds of errors, and if they can't be corrected, the progress will not be made. As for the study of writing errors, there have been lots of scholars in this field, but there are fewer people devoted to the study for vocational college students, and even for students who major English in colleges. At the same time, there is also something new about error correction, especially on the way to correct errors in this thesis.This thesis is based on the theory of "Error analysis" by Corder. And its object of study is ninety-eight students who major applied English from Inner Mongolia Science and Technology Vocational College. Their compositions with given topics are collected for twice, one is at the beginning of the term and the other is at the end of the term, including ninety-one copies available. And then, their errors are found, corrected, counted up and analyzed. According to the result, the reasons of different errors are discussed, and proper error redress strategies and teaching strategies are adopted. After hard working for a whole term, the changes of quantity and quality of the compositions from twice collections are compared, and it can be checked out whether these strategies are effective. And the standard of students' writing can be improved by making use of these effective strategies.According to the questionnaire about the current situation of writing and the analysis of students' writing, the level of their compositions has been improved, to some extent. The number of writing errors has been decreased from 865 at the beginning of the term to 612 at the end of the term, after error redress strategies and teaching strategies are adopted. Errors of grammar and usage of words account for the most part of the whole errors, which indicates that students'poor base has some effect on English writing. And some other errors include Chinglish and the connection among words and sentences, etc. And then, it is found that interlingual transfer and intralingual transfer are the two main reasons for writing errors, after the analysis of casual attribution. In order to decrease these errors, error redress strategies and teaching strategies are put into effect. When error redress strategies are adopted, arousing the enthusiasm of students is very important, which can make them find out their own errors by themselves and help one another in correcting errors. In this way, students can turn receiving errors passively to finding out errors actively. At the same time, the teacher also marks and checks their errors. The two styles in the process of correcting errors can help students decrease their errors in a way. Meanwhile, the following four teaching strategies are adopted. First, strengthen the teaching of their English basis. Second, help them get into a good habit of writing. Third, assist them to input more knowledge. And last, cultivate their cross-cultural awareness. All these can help students improve their ability of English writing, not only in words and grammar, but also in how to use language properly and foster sense of language.In the whole process of analysis and study, the theory "error analysis" is the guide and basis throughout. By virtue of this theory, the teacher can know about where students'study come to in truth, which can help the teacher check whether the teaching plan and prospective result are achieved, and whether the further adjustment should be made. On the other hand, it can help the teacher analyze the process and method in students'learning English, and their action and mind. At last, some effective teaching strategies are raised and carried out in real teaching process to advance students writing ability.