Textual Study Of Xinjiang Uyghur College Students' English Writing From The Perspective Of Error Analysis

Promoting English writing ability is a focal issue in foreign language teaching and research,but errors in the English writing texts are the point to “explore the black box in the brain”,and to understand the difficulties and obstacles that students meet in English writing.Exploring the errors and their causes of Xinjiang Uyghur college students' English writing has certain practical and theoretical meaning,not only to present English writing ability of Uyghur college students,but also to promote English writing abilities of Uyghur college students.This dissertation takes the Uyghur college freshmen and sophomores who are the ethnic students studying at Han Chinese schools as research subjects,adopts the methods of corpus analysis and interview,and explores three research problems: the numbers of errors in Xinjiang Uyghur college students' English writing,error classification and the causes of their English writing errors,so as to put forward specific strategies and suggestions to improve their English writing ability.On the basis of Carl James' classification for errors,according to the English writing corpus for two times,this dissertation classifies the errors into substance errors,lexical errors,grammatical errors,discourse errors and other errors.Research findings: firstly,the error number of English writing corpus for the first time is comparatively less than that for the second time,and it may be related to that English writing topic because the topic for the first time is relatively easier.Secondly,grammatical errors,substance errors,lexical errors,other errors and discourse errors respectively account for the first,second,third,forth and fifth place,and this is different from other researches.At last,through the analysis for English writing corpus,it could be found that causes for Xinjiang Uyghur college students' English writing are interlingual transfer,intralingual transfer,and other causes.Thereinto,interlingual transfer is mainly shown in two aspects,one is the effect on the pronunciation and spelling of words by Uyghur language,and the other one is the great influence caused by Chinese especially in the perspective of grammar.The negative transfer caused by Chinese is mainly shown in substance errors,grammatical errors,contextual errors and other errors.Meanwhile,intralingual transfer is mainly shown in false analogy,misanalysis,incomplete rule application,exploiting redundancy and over-generalization while errors caused by other reasons are induced errors,exercise-based induced errors,the lack of students' English learning motivation,and teachers' English writing instruction and correction attitude.Through the research,this dissertation analyzes from the perspective of two principal participants in the teaching activities--teachers and students,and puts forward the specific suggestions for promoting English writing ability of Xinjiang Uyghur college students.Firstly,we need to optimize teachers' training and uplift teachers' professional ability and teaching ability.According to the practical demands for college English teachers in Xinjiang minority area,we need to provide teachers with theoretical training in language acquisition and teaching so as toinstruct their practical teaching and research work.Secondly,in practical teaching,teachers need to build up friendly teacher-student relation,apply theories into practice,bring the ability into full play,satisfy English writing demands of students,and promote the English writing abilities of students.Besides,students should realize the importance of English writing,stimulate learning interest and motivation actively,exert the subjective initiative to conduct multiple channel study.What's more,students should cooperate with teachers,develop a good learning habit,increase language input and strengthen the cultural acquisition.