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

As an important part of language skills,English writing skill can reflect students’ comprehensive language literacy,and is an important indicator to measure students’ comprehensive language application ability and intercultural communication competence.English writing plays an important role in the college entrance examination.In 2022,the Ministry of Education issued the English Curriculum Standards for Senior High Schools,emphasizing that “The content is clear and coherent;The structure is integrated;The logical is excellent;The theme is prominent;The words and literary form is appropriate.” English writing has always been the focus and difficulty of teaching,students often talk about English composition and feel panic,teachers often suffer from the effort to teach writing but the effect is not good,English composition mistakes made by students are corrected repeatedly,writing mistakes become an important factor affecting students’ English achievement.So what errors do high school students often make in English writing? What factors lead high school students to make errors in English writing? How to correct the errors in students’ writing effectively? In order to solve the above problems,this study tries to conduct pre-test and post-test on two classes of senior three students of Y Middle School in Hanzhong City under the guidance of error analysis theory,by systematically study and classify and analyze the errors in English composition.In addition,questionnaires were distributed to teachers and students to investigate the situation of English writing.Finally,interviews with teachers and students are conducted to further explore the reasons for students’ writing errors.Based on error analysis theory,this study classifies students’ errors in writing into three categories: technical errors,vocabulary errors and sentence errors.Through the analysis of the pre-test and post-test,it is concluded that the main reasons for students’ errors in the writing process are as follows:(1)students’ basic English knowledge is not solid enough,basic grammar knowledge is weak and vocabulary is lacking;(2)Students have not formed good writing habits,lack of daily writing exercises,poor language organized competence;(3)Lack of systematic writing teaching,English teachers to students writing feedback is not timely;(4)Teachers’ feedback methods are not appropriate,and students lack scientific feedback methods like “group mutual assessment” and “peer mutual assessment” that can give full play to students’ subjectivity;(5)Students tend to ignore details in English writing.Based on the above findings,this study also puts forward some feasible suggestions and methods: first,introduce the types of errors,grading standards,cooperative learning and good writing learning habits to students;The second is to use the writing teaching method combining error analysis in the writing class;Thirdly,vocabulary teaching and grammar teaching are conducted in daily English courses,and English writing strategies are taught to students.