Study On Error Analysis And Error Correction Strategies In Senior High School English Writing

English is getting increasingly significant in the time of globalization.Among the four basic language skills of listening,speaking,reading and writing,writing is the most challenging one and can best reflect the English learners’ language level.The new curriculum standard requires to cultivate learners’ language competence in expression and communication,but senior high school students generally get a lower score than that got in other skills.The errors in compositions largely reflect students’ writing level.In recent years,researchers at home and abroad are trying to find the source of writing errors and writing teaching strategies through corpus method of student writing errors for error analysis.The questions of the study: 1.What are the common types of errors in students’ English writing? 2.What are the main causes of the errors? 3.What are the effective errors correction strategies? Based on the theories of contrastive analysis,error analysis and interlanguage,this study attempts to answer the three questions by self-built corpus to analyze status,adopting the method of questionnaire and empirical study.Through the analysis and discussion,this study gets the following findings: 1.Students’ writing errors are mainly in the levels of spelling,lexis,syntax,and discourse.2.There are three main causes of the senior students’ errors in English writing: First,the negative transfer of native language leads to the students’ errors in the process of learning the target language,such as the negative transfer of grammar,vocabulary and culture.Second,the lack of knowledge of the target language,such as over-generalization or neglect of the rules,lack of understanding of the concept leads to the students’ errors.Third,generally the students lack systematic and sufficient practice in English writing.3.The strategy of student-self correction under the guidance of teachers is better than the traditional way—teachers correct all the errors.This study proves that teachers can know about students’ common types of writing errors by using the method of corpus so as to get the main causes of students’ writing errors through error analysis,which can in turn makes teachers predict the possibleerrors in order to improve students’ writing ability.