Error Analysis And Strategies Study In Junior English Writing

It is a well-accepted fact that English is widely used in international communication. Listening, speaking, reading and writing abilities are all needed in communication. Writing has been regarded as a main course for middle school students in China. However, writing teaching in China is far from satisfaction.Of all the skills, writing is the most difficult to develop, esp. for junior high school students. It is not surprising that various language errors appear frequently in students'compositions and they are caused by different factors. Thus, the studies focusing on the analysis of writing production errors become more and more important and necessary.Based on the theories of Contrastive Analysis, Error Analysis and Interlanguage, the author has collected Grade Three students' compositions from two classes as the subject of the study, the causes of the errors will be explored and discussed. The author has already tried to provide a better approach to correcting the errors and give teachers and students some help by classifying and explaining the collected errors students made in the composition. This will offer them important evidence that they should put a lot emphasis on language-level learning and try to improve the skills of using language. The methods in the investigation are two:the questionnaire and students'compositions. The usage of the questionnaire is to know some writing habits and situation of students'writing; while the compositions are the first script and the original material where their writing errors in linguistics derive from.The result of the questionnaire can reflect that many students lack motivation in writing, they have the fear of writing and do not have enough writing skills nor writing habits, also they have strong influence by Chinese, etc.In this study, the errors collected in students'compositions are classified into four kinds according to those affect single elements in a sentence,70.8% are low-level errors,5.6% are intermediate-level errors, 5.1% are deep-level errors and 18.5% belong to other errors. It is no doubt that inter-lingual errors occupy the most important place, and the interference of Chinese is the main cause of the errors. In addition, the intra-lingual errors are the other important factors.In order to change this situation and improve their English writing ability. The author proposes some implications:first their writing motivation must be stimulated and nurture their interest in English writing so that their own English learning strategy can be formed. Second, learners should learn some necessary writing skills and train proper habits in writing. Third, the teachers should pay attention to the instruction in students'writing process to change the traditional teaching method. Finally, teachers should adjust their strategy constantly, so that the students can learn English efficiently with great interest.