Study On The Application Of Error Analysis Theory In Junior Middle School English Writing Teaching Under The New Curriculum Standards

With the reform and development of education,the Ministry of Education has continuously introduced the new Compulsory Education Curriculum Standards,which puts forward higher requirements for the English writing ability of middle school students and for the cultivation of students’ English writing ability.The Compulsory Education English Curriculum Standards(New Curriculum Standards(2022))for middle schools takes the development of language ability,the cultivation of cultural awareness,the improvement of thinking quality,and the improvement of learning ability as the overall English curriculum teaching objectives.And the cultivation cannot be separated from the learning of language skills,including listening,speaking,reading and writing,as well as the comprehensive application of these skills.In the actual learning process,English writing is the part that students think is the most difficult and the most difficult to improve.Besides,writing teaching has always been a weak link in English teaching.The Error Analysis theory originated from the “Comparative Analysis” abroad.Carl James is one of the famous scholars studying Error Analysis and he distinguished the types of errors occurred in students’ writing as substance errors,text errors and discourse errors.Substance errors refer to various spelling,pronunciation and case of letters errors;text errors include lexical errors and grammatical errors;discourse errors refer to errors in coherence of sentence structure and the errors of some connectives.Based on Jame’s error classification method,this study combines the requirements for writing in the New Curriculum Standards with the needs of students to explore the following issues: 1)What errors do junior middle school students make in English writing? 2)According to the requirements for writing in the New Curriculum Standards,will the quality and ability of students’ writing be improved after the researcher applies Error Analysis theory to the teaching of English writing? 3)Can students effectively avoid certain types of errors in writing? And why are some types of errors difficult to effectively correct?In order to clarify these problems,the researcher designed this application research,taking students from Class Eleven Grade Seven of a junior middle school in Wuhan Economic Development Zone as the research subject,and adopting literature analysis,text analysis,questionnaire,and other methods.The research includes two stages: pre-test and post-test.The pre-test stage was from the beginning of the semester to the mid-term exam and the post-test was after the final exam.In the pre-test,the researcher first conducted a questionnaire survey among students to investigate their attitudes towards English writing and errors made in English writing.Then,the total scores of the students in the mid-term exam and the materials and scores in the writing section were collected,and the types and quantities of errors in writing were summarized.In the post-test,the researcher and the tutor in the experimental class applied Error Analysis theory to English writing teaching based on the New Curriculum Standards to conduct teaching experiments.And the researcher classified and analyzed the total score of the final exam,the materials and scores in the writing section,the types and numbers of errors in students’ compositions,and finally compared them with the results of the pretest stage.The research shows that:First,errors in students’ English writing are concentrated on the four types: substance errors,grammatical errors,lexical errors and discourse errors;second,although there was no obvious change in the types of students’ writing errors in the pre-test and post-test,the writing teaching based on Error Analysis theory substantially improved students’ writing quality and ability,which is mainly reflected in two aspects: the reduction of the number of errors in writing and the improvement of writing scores;third,in terms of substance errors and lexical errors,the number of these two types of errors in students’ compositions has significantly decreased,indicating that this teaching experiment has achieved certain results.However,in terms of grammatical and discourse errors,the number of these two types of errors in students’ compositions has not obviously decreased,indicating that it is difficult for students to achieve significant improvement in both grammatical and discourse errors within a short period of time.