The Analysis Of Predicate Verb Error Types In English Writing Of Senior High School Students In Inner Mongolia

In recent years,more and more scholars have begun to pay attention to the English writing of high school students,but the English writing of high school students is still at a disadvantage.At the same time,the research and analysis on the writing errors of students of different grades and writing levels in high school are also very limited.Therefore,This paper USES the error analysis theory and inter-language theory to investigate and analyze the types and causes of predicate verb errors in high school English writing,with the aim of better teaching high school English.Firstly,according to the methods and steps of error analysis theory,this paper investigates and analyzes the errors in written expression of students in a senior high school in Inner Mongolia.The author collected 119 compositions from the final examination of a senior high school in Inner Mongolia.After analysis,I found 392 errors,among which verb errors ranked first,233 verb errors,accounting for 59.44% of all errors,79 noun errors,accounting for 20.14%,43 pronoun errors,accounting for10.99%,others accounting for 9.43%.Among these verb errors,191 were predicate verb errors.In this study,these verb errors were divided into tense errors,voice errors,subject-verb consensus errors,verb transitivity errors,modal verb errors and predicate verb omission/redundancy errors.Among these errors,three types of errors constitute the main body of the error.They were subject-verb agreement errors,with 54 accounting for 28.27%.This was followed by voice errors(24.61%)and predicate verb omission/redundancy errors(20.42%).According to the data,the number of verb errors is the largest one among the errors.And the number of the predicate verb errors is the largest one among the verb errors,especially subject-verb agreement errors.Therefore,in order to improve the English teaching competence,this paper is aimed to analyze the predicate verb errors in the compositions of senior high school student.Secondly,based on the inter-language theory,the author makes a questionnaire survey and analysis on the reasons for the errors of high school English students.Thepurpose of both activities is to find out the frequency of predicate verb errors,the reasons for the errors and improve the use of predicate verbs.There are five main ways for learners to construct inter-language: mother tongue transfer,over-generalization of the rules of the target language,learning strategies and communication strategies in the learning process,and teacher training transfer.On the one hand,some improper expressions,incorrect words,sentences,and even the way to plan the text appear in the written expressions of high school English,which on the surface seem to be the problem of language level and writing skills,but in fact,it can be traced back to the influence of Chinese and English language thinking patterns.On the other hand,high school English writing,like college English writing,is also influenced by many other factors,such as learners’ foreign language proficiency,cognitive ability and learning methods.In addition to the students’ own factors,the teacher’s training should not be ignored,because the insufficient quality of teachers is also an important cause for students to make mistakes.By analyzing the results of questionnaires and interviews,and referring to the analysis of compositions,this study finds three types of error causes: interlingual error,intralingual error and induced error,and puts forward three suggestions for writing teaching: treat errors with a correct attitude,adopt appropriate teaching strategies and implement appropriate writing training to develop good writing habits.Therefore,this article starts with the most basic writing mistakes.It analyzes these errors by error analysis and explore the error types of predicate verb in English writing.Then,according to the inter-language theory,it will explore the reasons of these errors with the help of questionnaire and interview results in order to find the effective strategy in English writing teaching.