A Study Of Discourse Errors In English Writing Of Senior High School Students

Errors are the inevitable way for students to learn in the process of language learning.The research on characteristics of errors and its reasons for their occurrence can play a positive role in second language acquisition.Exploring the current situation and reasons of English writing discourse errors in a high school in Shihezi,it has certain theoretical and practical significance for presenting the current situation of English writing in high school students and promoting the improvement of English writing level of high school students.Based on the theory of discourse analysis,error analysis theory and language transfer theory,this paper takes three English teachers from a high school in Shihezi,106 high school students and their English monthly test composition as the research object,using corpus analysis method,questionnaires and interviews,using research tools such as questionnaires,interview outlines,Excel,SPSS,etc.as statistical tools,this paper analyzes the current situation and reasons for English writing discourse errors in high school students.The present situation of English writing discourse errors is discussed in three aspects: discourse cohesion,semantic coherence and overall discourse structure.The specific issues are as follows: 1.What are the characteristics and distribution of English writing discourse errors in Xinjiang high school students? 2.What are the main reasons for the discourse errors in English writing in high school students in Xinjiang?By analyzing the data collected from composition,questionnaires and interviews,this study found: 1.The characteristics and distribution of English writing discourse errors in Xinjiang high school students are mainly reflected in:(1)References and connections are issues that need to be resolved in the context of discourse cohesion;(2)Problems such as redundant conversation parts,unclear primary and secondary components,and disordered logical order affect the coherent fluency of semantics;(3)At the beginning,the development and the end of the text,about 82.1% of the text did not follow the characteristics of the overall structure of the English discourse.2.The main reasons for the discourse errors in English writing in high school students in Xinjiang are:(1)Chinese thinking influences the cohesion,coherence and text structure of high school students’ English writing;(2)The input of discourse theory knowledge is insufficient;(3)The output of discourse theory knowledge is insufficient.Based on the research results,this paper puts forward some specific suggestions for English writing teaching.For example,students can find out the similarities and differences between English and Chinese in a comparative way,and improve their discourse awareness through explanation,practice and evaluation,so that they can improve their English writing.The specific methods are: 1.Compare English and Chinese languages,analyze the discourse in detail,and explain related discourse knowledge in this process;2.Design related exercises to enhance students’ learning effects;3.Choose appropriate teaching evaluation methods,timely feedback on learning,so that students can make corresponding adjustments.