A Case Study Of Error Analysis On English Writing In Senior High School

Recently,Key Competencies in English are the hottest topic.The combination of English teaching and Key competencies has attracted the attention of experts and teachers at home and abroad.Key competencies in English advocate that students should be examined in a holistic way,and writing is the best way to examine students.Writing also plays a very important role in senior high school English teaching.Investigating error analysis in writing is to know the frequency and reasons for the errors and to improve English writing teaching.This twelve-week study was carried out in a senior high school in Beijing.The author collected 372 English writings from 93 students in Senior Two.According to the classification of errors,errors can be divided into:substance errors,text errors and discourse errors.The author uses text analysis method and interview method.Firstly,marking the errors in the text,then classifying and analyzing data to count the frequency of errors,finally analyzing and explaining the causes of errors in the text.At the same time,the thesis also counts and analyzes the types of errors after the students’ revision.At last the author selects ten students and four teachers for interviews.At last,the author finds that the high frequency of errors in high school students are mainly part of speech errors,spelling errors and Chinglish.After the revision,the high frequency of errors is same to the first collection.The main reason of errors in first collection is about mother tongue interference.The reason of errors after the revision is mainly about overgeneralization and fossilization.Compared the differences between high-score and low-score groups,the key to get high score is to have correct spelling,comprehensive knowledge for part of speech and native expressions.The pedagogical implications given to the teacher is to use the error tips in the pre-writing and multiple error assessments in the post-writing.According to the results of this study,the author aims to help the teaching of English writing in high school,improve the position of error from the need to avoid and be corrected to the position as a guide to understand the internal process of language learning.High school teachers have a complete understanding of the types and reasons of errors,in order to better implement Key Competencies in English and improve the quality of writing teaching.