A Study Of Senior High School Students’ English Writing From The Perspective Of Error Analysis

The theory of error analysis is one for study and analysis of the errors of the second language learners.This kind of errors is made because of improper learning strategies,negative interlingual and intralingual influences.In this thesis,according to the theory of error analysis and based on the writing samples written by 55 students in Class3,Grade3 at Chengdu No.3 Middle School,this kind of errors has been studied.The problems such as students’ errors of specific forms and rules,the causes of this kind of errors,how to avoid the errors in English writing teaching in senior high schools and how to improve and promote the teaching quality have been explored.The situation of English writing teaching in senior high schools is firstly expounded in this thesis.The theory of error analysis is then discussed in details.By means of writing sample collection and illustration,this kind of errors in students’ writings is analyzed and classified.Finally,from the perspectives of vocabulary,grammar and discourse,students’ errors of specific forms and rules are discussed and the causes of errors in students’ writings are explored from the perspectives of interlingual transfer and intralingual transfer.The main research results in this thesis are as follows:Because of improper learning strategies,negative interlingual and intralingual influences,the ratio of this kind of errors concerned with vocabulary and grammar is larger.In order to avoid such errors,teachers should pay attention to teaching of basic English and students should focus on the usage of words and basic sentence patterns.In terms of vocabulary teaching,teachers should help students master correct pronunciation of words to avoid spelling errors.Then teachers should tell students about the vocabulary requirement in syllabus and strengthen the guide of students’ vocabulary learning strategies.Furthermore,in order to avoid the negative influence of Chinese language on English expressions,students should master the specific usage of English words,such as verbs,nouns,adjectives,which are highly used and students easily make errors when using them.In terms of learning strategies of English grammar,teachers should pay attention to grammar systematicness and carry on the induction and summary of grammar knowledge timely.From the perspective of grammar,students should focus on learning of the five basic sentence patterns so that they can write such high quality of sentences as simple sentences,complex sentences and avoid making such errors as double predicate sentences or non-predicate sentences in writing.In addition,the usage of transitional words is also very important,making students’ writings clear and coherent.Finally,as far as writing teaching strategies are concerned,a good habit of error correction must be formed,taking a variety of error correction methods,such as teacher’s correction,peer(s)’ correction and self correction.Based on English writing teaching practice in senior high schools,suggestions on teaching have been discussed in this thesis,aiming at helping teachers to adjust their teaching strategies and design English writing teaching scientifically by means of the theory of error analysis.It is hoped that the results of this thesis can help to improve the quality of English writing teaching in senior high schools.