Error Analysis Of High School Students' Writing On Lexical, Syntactic And Discourse Levels

English writing can reflect the students'comprehensive proficiency. However, committing errors in writings of senior high school students is a main problem English teachers and students encounter. Based on the previous studies of Error Analysis, the author of this thesis tries to explore error sources in intermediate students'English writings and give some pedagogical implications to English teaching. This thesis consists of five parts.Chapter one serves as an introduction. It concerns the research background after analyzing the current status of English writing in senior high school by questionnaires. The author also talks about the aim and the significance of this research.Chapter two outlines the literature review of the study of errors and EA at home and abroad. The author reviewed the previous studies on errors and EA on lexis, syntax and discourse. But most of these studies are about college students, few are about senior students. It is necessary to study senior high school students.In chapter three, lexical errors, syntactic errors and discourse errors are discussed in detail, and the causes of each error are claimed out. In this thesis,98 compositions of the midterm examination in the first semester are collected as samples. The samples writings are taken from students of Tanghai N.1 Middle School, Hebei Province. The main causes of errors in English writing are intrelingual interference, intralingual interference and learning or teaching strategies. The author also emphasizes the importance of culture introduction in English teaching.In Chapter four, the thesis gives some pedagogical implications to English teaching and learning for teachers and students. Teachers'effective feedback is essential for students to improve writing level.The final conclusive part summarizes the main findings and pedagogical implications of this study. The results of this thesis show that syntactic errors are the most frequent errors in English Writings of senior high school students. Teachers and students should adopt different teaching and learning strategies according to the differences of the errors, and also attach the importance to the errors caused the differences of two languages.Nevertheless, because the size of the samples is small and classification of errors is ambiguous, the main findings of the study may be affected. So more researches are needed and further investigations should be made in the future.