A Study On Verb Errors In English Writings Of Senior One Students From The Perspective Of Error Analysis

The English Curriculum Standards for General Senior High Schools（2017）has put forward new requirements on thinking quality and language ability,while writing can be seen as the crystallization of language ability and thinking quality,which runs throughout English learning process.However,English writing is also a difficult problem in English teaching and learning,so it is necessary to explore problems in English writing.Since the emergence of the Error Analysis in the 1970 s,it has provided theoretical support and methodological guidance for the study of English writing errors,so people gradually realize that errors are not terrible in learning process and learners should timely find the reasons to correct them rather than avoid them.Therefore,Error Analysis plays an active role in the field of second language acquisition and foreign language teaching.Therefore,this study analyzes verb errors in students’ writings from the perspective Error Analysis,and it randomly selects 107 senior one students from practical school,in Ordos as research subjects.Combining sample collecting,think-aloud protocol and interview,the research is aimed at answering two questions:（1）What is the current situation of verb errors in senior one students’ English writings?（2）What are reasons for the verb errors in these students’ English writings? To start with,the author collects students’ English writing samples twice and identifies,describes,explains and evaluates errors according to five steps of error analysis.In order to ensure the accurate statistics of verb errors,the author and the instructor of practical school make a careful contrast and analysis,so a total of 473 verbs errors are confirmed.After checking again,being based on Chinese Learner English Corpus（2003）created by professor Yang Huizhong and Gui Shichun and students’ actual error samples,the study divides these errors into eight categories and analyzes the proportion of each error type by Excel software.Then,the thesis adopts think-aloud protocol to conduct experiments,and subsequently makes an interview outline with 5 teachers and 10 students respectively to further analyze reasons for the verb errors in students’ English compositions of senior one.Research results show that: 1)473 verb errors are counted in sample collecting twice and these errors are divided into eight categories.The frequency from high to low are subject-verb agreement errors,verb tense errors,non-verbal verb errors,verb transitivity errors,Chinglish,verb spelling and the deficiency of predicate errors.In brief,the current situation of verb errors in senior one students’ English writings is not optimistic.2)By the combination of sample collecting,think-aloud protocol and interviews,this study finds that reasons for these students’verb errors in English writing are interlingual transfer,intralingual transfer and other reasons,such as incomplete teaching methods of teachers,students’improper attitude towards English writing and less English materials input for banner’s students.It is hoped that this paper can provide practical suggestion that teachers gain inspiration and students recognize the problem to help them improve the current situation of verb errors in English writings and then play a role in promoting students’ English writing performance.