The Study On The Error Analysis And Strategies In English Writing Of Senior High School Students

In2003, the ministry of education promulgated the "Ordinary High School English Curriculum Standard" and put forward the specific requirements on students’English writing. Writing, as one of the four basic learning English skills, plays a very important role. But in students’compositions, there are a lot of errors which are inevitable. Thus, the errors in students’writing appear constantly, which are becoming an urgent problem that English teachers must deal with.From the senior high school students’English writing papers, the author classifies the types of errors that emerge in students’compositions with the theory of error analysis, and at the same time the author finds out the reasons and factors that cause the students to make errors, which can help English teachers in their English writing teaching.The subjects of the paper are99students who are from the Grade3of the Fourth Senior High School, in Linkou County, in Mudanjiang City. The students are randomly selected. With the literature and material methods, logical analysis, synthesis, combined with the quantitative and qualitative analysis, the author tries to obtain the correct results. In the data analysis, data and examples are from the students’ordinary writing compositions and exam writing parts. The author collects two kinds of samples in order to explore other factors that can influence students’writing such as:restricted time, pressure, tension and so on. At the same time, according to the questionnaire for the subjects of the research, the author can grasp the psychological situation of the subjects when they write their compositions. So the author can better explore the reasons that students make errors in their compositions.By using the theory of error analysis, the author tries to study the errors in students’ writing papers, to classify the types of the errors and to find the frequency of these errors. The author also tries to find that the factors lead to the errors. Through the analysis, the author wants to solve these problems:1) How many types of errors the students make?2) What factors cause the errors?3) Through the analysis, what implications can teachers and students get?According to the error classification of Dulay, Burt and Krashen and the errors made by students in their compositions, the author classifies the errors into global error, local error and behavior error. According to the research, local errors are the main errors in students’ compositions. Although the number of global errors is less than local errors, they can influence the whole meaning of the sentences. Teachers must pay attention to global errors. Behavior errors are mainly expressed in the misuse or omission of the punctuation or the capitalized letters. Through the analysis, the main reasons that students make errors are inter-lingual transfer, intra-lingual transfer and training transfer.Based on the results of the research and combined with the practical teaching, the author probes into the implications as followings:1) Teachers should make the overall writing training for students regularly and systematically, widen students’ horizon of knowledge, master the strategies of error correction and improve students’ writing via reading.2) Students should cultivate good writing habits by frequently practicing writing, grasp the basic knowledge of English firmly and use it flexibly, take the errors seriously and insist on writing training for a long time. I hope that the results of the study will be helpful for senior high school English teaching.