Study On Error Analysis Of English Writing For Junior Middle School Students(Grade Eight)

In the English five basic skills of listening,speaking,reading,writing and viewing,writing is an important language output skill and plays an important role in English learning.However,Chinese students often make mistakes and errors in their writing.The middle school stage is the foundation stage of English learning,and it is of vital importance for learning.Therefore,the study of errors in junior middle school students' writing is of great significance.Not only can teachers have a more profound understanding of English writing teaching,but also can give students the inspiration of English writing.The theory of Error Analysis,on the basis of Contrastive Analysis,has shifted the focus of the study from the comparison of the mother tongue and the target language to the research of error itself.The greatest contribution of Error Analysis is to regard errors as symbols of research,not to regard them as absolutely useless.The errors of the learners reflect the learner's second language acquisition process,and teachers can formulate corresponding teaching strategies based on this feedback.Second language acquisition research has been deepened.Based on Contrastive Analysis,Error Analysis and interlanguage theory,people have a deeper understanding of learners' errors.The author chooses students in Class Seven and Class Eight of Grade Eight in Tianjin 25th Junior Middle School as the research subjects,and takes students'compositions and teachers' interview as the research tools.In the period of the study,80 compositions were collected,the errors in the composition samples were classified and the reasons for these errors were analyzed and discussed.The study divides the errors in students' compositions into global errors,local errors and other errors.It is found that the main problems are local errors,while the errors of the verbs are especially prominent in the local errors.The reasons for the error is that the interlingual transfer is higher than the intralingual transfer,that is to say,junior middle school students are greatly influenced by the negative transfer of the mother tongue.On this basis,this thesis also gets enlightenment on junior middle school English teaching to reduce the errors in students' writing.The corresponding results are obtained in this study.However,due to the limitations of various conditions,there are still some limitations and shortcomings,and further improvement is needed.