A Study On The Application Of Error Analysis Theory In English Writing Teaching In Senior High School

As a basic skill in English learning,writing requires learners not only to have a relatively solid language foundation,but also to have certain ability to examine the topic,the ability to organize text structure reasonably and the ability to use language knowledge flexibly.Therefore,writing skills are generally considered to be the most difficult to acquire.Writing mistakes are one of the most important productive mistakes in English writing teaching,and these mistakes are often the stumbling block for learners in the process of foreign language learning.In view of the problems existing in senior high school English writing teaching,writing errors have gradually become an important factor hindering the improvement of students’ writing performance.In view of this problem,this study attempts to use error analysis theory to guide the teaching of English writing in senior high schools,aiming at improving students’ writing scores and cultivating students’ English writing ability.Based on the theory of error analysis,this research adopts the methods of questionnaire survey,interview,content analysis and experiment to conduct empirical research on 184 written texts of 92 students in a senior high school in Harbin,aiming to explore and solve three questions :（1）what are the common mistakes of senior high school students in English writing?（2）How to effectively use error analysis theory to guide English writing teaching in senior high schools?（3）Can high school English writing teaching under the guidance of error analysis theory improve students’ writing scores?After a semester of teaching experiments,combined with the results of experimental data analysis,this study mainly has the following findings: First,through the statistics and analysis of students’ writing texts,it is found that among the ontology,vocabulary,grammar and discourse errors,grammatical errors account for the most,accounting for 73.9% of the total errors;The second was vocabulary errors,accounting for 12.0% of the total number of errors.The third is discourse errors,accounting for8.2% of the total number of errors.Finally,ontology errors accounted for 5.9% of the total errors.Among the common grammatical errors,incomplete or redundant sentence elements ranked first with 114 errors（10.8%）,followed by subject-verb inconsistency（10.3%）with 109 errors,followed by tense errors（9.1%）with 96 errors.Secondly,using error analysis theory to guide high school English writing teaching can achieve good results.The author uses error analysis theory to guide the design of writing teaching from both macro and micro aspects.Macroscopically,the errors in students’ writing texts are classified and quantified into percentages,and the proportion of error types is obtained.The high-frequency errors are analyzed to determine the key and difficult points for the design of teaching experiments.Microscopically,according to the data sorted out in the early stage,the types and frequencies of writing errors are presented to students as a whole,the causes of writing errors are analyzed,and teaching schemes are formulated according to the high frequency errors to carry out teaching experiments.Thirdly,error analysis theory can effectively improve students’ writing performance in writing teaching.By comparing the number of writing errors and writing scores before and after the experiment,the author found that the number of errors in the experimental class decreased from 537 to 376,and the average writing score of the experimental class increased from 15.22 to 17.54,higher than the average writing score of the control class of 15.37.Using error analysis theory to guide high school English writing teaching can effectively improve students’ writing performance.There are still some deficiencies in this study,which need further discussion and improvement.