Action Research On The Teaching Method Of English Writing In Junior High School Based On Error Analysis Theory ——Taking English Writing Class In Grade 9 As An Example

English writing ability is the embodiment of middle school students’ comprehensive English competency.Therefore,cultivating students’ English writing ability is one of the important tasks of junior high school English teaching.The significance of English writing teaching is also emphasized in The English Curriculum Standard for Compulsory Education（2011）.How to reduce junior high school students’ English writing errors and improve their English writing ability is a problem that many junior high school English teachers have been exploring.The research on error analysis in English writing focuses on investigation and empirical research and lacks action research.The majority of subjects are seniors and college students.Based on these,under the guidance of Error Analysis Theory,this study explores the teaching methods of junior high school English writing,in order to reduce students’ writing errors and improve their English writing ability.More over traditional and modern educational resources will be actively and reasonably used by the author to improve students’ learning efficiency in the specific teaching process.58 students in a class of grade 9 in Hefei X junior high school are chosen as the research participants,and the action research is carried out for four months.Three questions are explored in this study:（1）What are the types of common text errors made by junior high school students in English writing,and which error accounts for the largest proportion?（2）How to effectively apply error analysis to correct students’ common writing errors in junior high school English writing teaching?（3）What are the specific effects of applying error analysis to English writing teaching in junior high school?After the two rounds of action research,the data of questionnaires,test,electronic portfolios based on Zhi Xue Website and interview are analyzed by the author.In accordance with the data analysis,the author finds that:（1）The most common text writing errors made by students are grammatical errors and lexical errors,especially grammatical errors,accounting for 50%.Specifically,the six most common errors in students’ compositions are verb use errors,lexical choice errors,lexical collocation errors,sentence structure errors,word spelling errors and Chinglish errors.（2）The effective ways to apply error analysis to junior high school English teaching are: treating errors correctly and adopting different error correcting strategies and feedback forms;paying attention to the writing process and cultivating students’ autonomy and initiative;attaching importance to the teaching of basic language knowledge and writing practice;increasing language input and promoting students’ writing output;making full use of network teaching resources and modern educational technology.（3）The author discovers the English writing teaching based on Error Analysis Theory has substantial effects on students’ writing ability,which is mainly reflected in promoting language output ability,reducing the number of writing errors,improving students’ strategy and attitudes towards errors,and cultivating students’ writing confidence and good habits.This study provides a reference for educators in correcting students’ text writing errors.