| English writing is an important skill for learners in English learning,and it can reflect the learners’ comprehensive ability and overall level of English.Due to the differences between their mother tongues and English in the expression habits,the limited resources of education and teachers,the inadequate channels of learning carriers and other factors,the English majored college students,who have been educated in Tibet,encounter many difficulties in the process of their English learning,especially in English writing.Error Analysis Theory points out that the analysis of errors made by learners can not only help teachers understand how well learners have mastered the target language,but also reveal the differences between the transition language and the target language,and find out the rules and causes of errors made by learners,which is of great guiding significance to language teaching.Therefore,the author of this paper starts with an error analysis of the English compositions written by some of the English majored students,who have been educated in Tibet,and currently they are studying in Tibet University,aiming to find out the common errors in their English writing,and then analyzes and studies the forming reasons of the errors and the existing rules of them.The ultimate purpose of writing this paper is to improve the teaching level of English majors in Tibet,and provide some effective and factual references.Based on the theory of interlanguage and the theory of error analysis,this paper takes the English compositions of some English majored students,who have been educated in Tibet,as the research corpus,and conducts an in-depth analysis of the common errors in the samples.And it is designed to answer the following three questions:(1)What are the common errors in the English compositions of English majored students,who have been educated in Tibet? What are the rules of the errors’ distribution?(2)What are the main causes of the common errors?(3)How should teachers focus on improving students’ writing ability in the future?Taking Tibet University as an example,the author collected 113 English compositions in the final exam papers of some English courses.They are written by the English education majored students in Class 2Grade 2017 in Tibet during their freshman,sophomore and junior years.After eliminating 22 invalid compositions,the author finally obtained 91 valid compositions.First of all,the author corrected the valid samples one by one manually.Then,the effective samples were input to the correcting network for intelligence-assisted correcting.Finally,the common error data obtained from the manual correction and intelligence-assisted correction were calculated.The statistical information include the types and quantity of the common errors,and the total number of corresponding sample words in the compositions,and the proportions of the different types of the common errors in the compositions written by the students in the three years respectively.The author also conducted interviews with some English teachers,who once taught and are teaching the students,and10 students randomly selected from this class to further analyze the specific reasons for these common errors in the English compositions of the students.The results are as follows:(1)Lexical level: the first is the noun using errors,as they accounted for the largest proportion in the samples,which include the errors in singular and plural forms of nouns and the use of possessive nouns;The second is the proportion of the verb using errors,in which tense errors are the most common ones;The third is the article using errors,the main manifestation is the article missing,redundant and mixed using of definite and indefinite articles;the fourth is the use of prepositions,adjectives,adverbs and pronouns.(2)Syntactic level: the most frequent errors occur at the syntactic level is that some of sentence trunk components are missing and redundant,mainly manifested in missing and redundant predicate part in sentences.The second is the wrongly use of conjunctions,including the absence of conjunctions and the wrong collocation of conjunctions;The third is the subject-verb inconsistency,which is mainly manifested in the grammatical inconsistency.The fourth is the incorrect sentence order and Chinglish sentences.(3)Discourse level: the composition structure is loose,and the discourse form is relatively single.The errors at the discourse level are mainly found in cohesion and semantic coherence.(4)Through a sample analysis and the interviews,it is concluded that the causes of the common errors in college students’ English composition mainly includes: interlingual transfer,intralingual transfer,training transfer and communication strategies,students’ poor basic knowledge,English teachers’ inadequate attention to the common errors in the students’ English compositions.Finally,based on the research results,the author suggests some specific teaching strategies for teaching English writing,specifically teachers can sometimes adjust the emphasis of their teaching to effectively reduce the common errors in the students’ English compositions to improve their English writing ability. |
