An Analysis Of Errors In Senior One Students’ English Practical Writing And Countermeasures

English practical writing can effectively test students’ comprehensive application ability.However,at present,students’ writing ability of EPW is relatively weak.The reason for this is that,on the one hand,because the format of English practical writing is fixed,so many teachers tend to prefer to teach them by repeating what the book says or just applying the templates.On the other hand,many students believe that EPW is a litter bit difficult comparing with English listening and talking,and they pay less attention to the EPW,so there are many errors in their EPW.Therefore,by finding the writing errors and analyzing the causes of errors in senior one students’ compositions,this study proposes some effective countermeasures,hoping to improve students’ writing ability of EPW and teachers’ writing teaching quality to a certain extent.Based on error and comparative analysis,the writing samples are collected from 208 senior one students’ English practical writing in a county high school of Heze to answer the following three main questions: First,what are the common types of errors in English practical writing of senior one students? Second,what are the main causes of these errors?Third,what teaching countermeasures should be taken by senior high school English teachers to address these common writing errors?Based on the theories of comparative analysis and err analysis,this paper found that:first of all,the errors in senior one students’ English practical writing are divided into two categories: vocabulary and syntactic errors,among which vocabulary errors include word form errors,lexical collocation errors and improper word choice;syntactic errors include sentence component mutilation,redundant sentence components,verb errors and confusing sentence components.This study also shows that the three most common types of errors are 31.6% unacceptable word,3.3% superfluous sentence components,and 13% confusing sentence structure.Then,In this study,a questionnaire was administered to 110 senior one students in two parallel classes to find the causes of these errors.Apart this,teacher and student interviews are also taken,and this paper shows the dominant sources of these errors derive from negative interlingual and intralingual transfer,and inappropriate English writing teaching,error correction methods and students’ English learning styles.Therefore,in order to reduce students’ writing errors in a target way,five countermeasures are proposed: understanding the similarities and differences between English and Chinese to promote Chinese positive transfer while reduce Chinese negative transfer;enhancing the input of comprehensible materials to cultivate students’ English writing thinking;creating more diverse language situations to improve the English writing teaching model;increasing English writing training and feedback information.