| In the process of teaching English,writing is used to be regarded as a window of integrated skill,which can inspire students’ motivation of using language and help them improve their creativity and imagination.For writing,English language competence is of great importance because it’s hard to imagine the people who cannot write a smooth article and make many mistakes in that article can clearly and properly deliver his or her own deep thoughts and novel ideas.However,improving students’ English language competence is a hard task for most English teachers due to their ignoring of discourse and mistakes.To improve the current situation of English writing teaching and improve students’ English language competence,taking attributive clause as an example and adopting the method of educational action research,this study applies the error analysis to English writing teaching in senior high school.For senior high school students,they prefer to use attributive clause in their writing in an effort to make their composition better and more native.However,for some reasons such as Native Language Negative Transfer,they make many mistakes including mistakes on syntactic level and textual level.The error analysis guides people to focus on the individuals during the process of learning language and tap into the value of mistakes to make them observable object of research,which can improve the efficiency of teaching and learning.This study mainly adopts the method of educational action research.The research questions are as follows:1.Can the application of error analysis in English writing teaching in senior high school reduce students’ mistakes of attributive clauses in a sentence?2.Can the application of error analysis in the English writing teaching of high school students reduce students’ mistakes of attributive clauses in a discourse?3.Can the application of error analysis in the English writing teaching of high school students improve students’ application of attributive clauses in writing?The whole action research lasted about half a year,with 87 students from twoclasses of senior three.Before the action research,the researcher used the error analysis to analyse the level of mistakes,the types of mistakes and the frequency of mistakes and formed different teaching strategies.The action research is divided into three rounds: the first round is the trial and exploration stage of error analysis in the English writing teaching of senior high school.It mainly focuses on:Can the application of error analysis in English writing teaching in senior high school reduce students’ mistakes of attributive clauses in a sentence? The second round is the stage of adjustment and improvement,mainly focusing on how to reduce students’ mistakes of attributive clauses in a discourse.The third round of action research is the stage of promotion and application,focusing on how to improve students’ application of attributive clauses in writing.The main conclusions of this study are as follows:1.The application of error analysis in English writing teaching in senior high school can reduce students’ mistakes of attributive clauses in a sentence.2.The application of error analysis in English writing teaching in senior high school can reduce students’ mistakes of attributive clauses in a discourse.3.The application of error analysis in English writing teaching in senior high school can improve students’ application of attributive clauses in writing.From a comprehensive point of view,this study is of significance to improve students’ ability of using attributive clause in writing,promote their writing competence,and improve their comprehensive ability. |
