| In recent years a great many excellent students in junior school inTuZuoqi have gone to study in famous schools in Hohhot or Baotou, whichresults in poor quality of high students in my town, especially in my school-TuZuoqi National Middle School. Most of the students there come from thecountryside. Compared to the students in cities some of the rural students lackthe perception of language and cultural basis. The majority of them prefer thescience subjects to art subjects in particular to English. Therefore they havemuch more difficulty in the process of learning English. They have negativeattitudes to English learning especially English writing. Even the teachers areat thei’r wits end.The purpose of the study is to know about students’ specific problems inEnglish writing and find the solutions to the problems, so as to arise theirinterest in English learning again, consolidate the basic knowledge of English,dig their potential and help them to improve their English writing skills and atthe same time help teachers to explore an effective way of English writingteaching.Based on the previous studies of Error Analysis and Interlanguage Theory,the author of this thesis did research into117copies of student’s compositionsof Senior2in Tu Zuoqi National Middle School and analyzed the commonerrors in writings. In addition，the author knew about students attitudestowards writing, their errors in writing and their views on teache’rscorrections through a questionnaire. At the same time the author also learnedabout whether students developed learning habits related to writing. Then theauthor discussed the causes and finally gave some pedagogical implications toEnglish teaching and learning.This thesis consists of six parts.Chapter one concerns the research background and its objects and explains the Writing Requirements of New English Curriculum Criterions atSenior Middle School.In Chapter Two the author outlines the literature review of the study oferrors and EA at home and abroad and reviews the previous studies on errorsand EA on vocabulaiyTgf^nimar and discourse.Chapter Three relates to subjects, instruments, and the procedure of thesurvey.In Chapter Four vocabulary errors, grammar errors and discourse errorsare discussed in detail and the causes of each error claimed out.In Chapter five, the thesis gives some pedagogical implications to Englishteaching and learning for teachers and students.The ifnal conclusive part summarizes the main findings and pedagogicalimplications of this study. Besides, some insufficiencies are also pointed outin this part. |
