An Analysis Of Verb Errors In Junior High School Students’ English Writing Based On Error Analysis Theory

English is one of the world’s major international lingua franca and one of the most widely spoken languages in the world.Therefore,for junior high school students,the importance of learning English is selfevident.However,among the four skills of listening,speaking,reading,and writing,the current situation of writing teaching is not optimistic,especially verb errors occur very frequently in junior high school students’ English writing.Therefore,this study analyzes and discusses verb errors and their causes in junior high school students’ compositions.This study collected 150 valid English compositions from three grades of a junior high school in Hohhot City,using text analysis and interview methods,and using the corpus software Ant Conc3.5.9(Windows)to answer the following three research questions:1.What are the verb errors made frequently by junior high school students in English writing? What are the frequencies of different types of verb errors? 2.Based on the error analysis theory,what are the types and frequencies of verb errors made frequently by junior high school students in English writing? 3.Are there differences in the types and frequencies of verb errors in English writing for students of different grades and learners of different language levels?The research results found: 1.There are six main types of errors in junior high school students’ English writing,and the frequency from high to low is: tense(22.51%),agreement(19.29%),non-finite(17.68%),set phrase(11.58%),absence(7.72%),redundancy(7.72%),among which tense,agreement,and non-finite errors are the mainstay.2.In the English composition of junior high school students,the frequency of intralingual errors(59.38%)was higher than that of interlingual errors(40.62%),and the frequency of morphological errors was the highest(23.65%),the frequency of lexical errors was the lowest(8.97%),the frequency of incomplete rule application in intralingual errors was the highest(29.04%),and the most frequent errors among all verb errors of junior high school students,and the lowest frequency of errors was overgeneralization(10.60%).3.The frequency and type of interlingual errors and intralingual errors of different grade students were different,and the younger students(grade one)had more interlingual errors(52.42%),fewer intralingual errors(27.20%),and older students(grade three)had more intralingual errors(56.59%)and fewer interlingual errors(29.84%).Due to the high frequency of writing training by teachers in the grade two of junior high school,the overall errors of the grade two students are relatively small.There are significant differences in interlingual and intralingual errors among students at different levels of language learning,and the frequency of interlingual errors(69.51%)and intralingual errors(66.67%)of the students in the low score were higher than the frequency of interlingual errors(30.49%)and intralingual errors(33.33%)of the students in the high score,and the types of verb errors in students of different language levels are different,and the reasons for the errors are different.Therefore,in view of the above research results,the author puts forward several suggestions,such as: strengthening the contrast between Chinese and English thinking,constructing a language knowledge system,etc.,to help teachers find effective writing teaching methods,reduce verb errors,and truly improve the efficiency of writing teaching.