The Application Study Of Error Analysis On English Writing Teaching In Junior High Schools

In TEFL practice,writing plays a crucial role of the four basic skills in English teaching.It is the reflection of the students' knowledge competence.It has been a never-ending phenomenon for the students to make errors in writing and therefore a thorny problem for the teachers to solve.By literature research,the studies of the EA application to Grade Seven are limited especially in the emerging developing regions.Thus the author tries to explore the effective ways to improve students' writing proficiency.And the research put forward to investigate the application of EA on the English teaching in Grade Seven of Pinggui No.3Middle School,which is one of the district demonstration sites of junior high school English teaching reform.Based on the theories of Contrastive Analysis,Error Analysis and Interlanguage and guiding by the New National compulsory English curriculum standard in 2011,the research mainly focuses on the EA application to the junior seventh graders in their English writing teaching.The textbook is Go for it! Of People's Education Press and the experiment lasted for one semester.The subjects are 116 students who come from one key class(1706)and one parallel class(1711)in Pinggui No.3Middle School.According to the error analysis theory of Corder,the author divides them into two major categories,namely,overt errors and covert errors;and then divides them into internal errors,interlingual errors and induced errors based on the theory of interlanguage.The induced error is caused by teaching(Svartivk1973,Stenson1974).The reasons for students' errors in this elementary stage are mainly influenced by the first language and lack of target language rules.The study found that middle –score group students' performance was increased significantly.Through three questionnaires,the study shows that under the guidance of the theory of error analysis,the students' learning enthusiasm is mobilized,the learning confidence is strengthened,and the learning enthusiasm is also stimulated,thus their English writing ability is effectively improved.To sum up,most students hope to use the teaching methods of error analysis to guide their writing training in the future practice.Finally,teaching suggestions are put forward according to the survey and application research.First,in the teaching of writing,attention should be paid to correct students' errors in time;second,to cultivate the students' ability of self evaluation and cooperation to correct their composition errors;third,urge students to bind the errors into a book to establish a composition error library of class;Fourth,pay attention to the evaluation of students' writing results and make records of their growth and progress;fifth,combining writing and reading organically,using the combination of diagrams and textual information to teach in the English writing teaching process.The highlights of this research embrace the brief gradations and effective combination of qualitative research and quantitative research.Meanwhile,because of the limitation of time and energy,research still has some limitations.The research results are highly concerned,and the research process is insufficient.We need further investigation on students' writing process and the classroom observation which is of great practical significance.