Error Analysis Of English Writing In The Junior Middle School

The smallest language units in expressing English are English sentenses, the aim of English writing is to express the author's idea and communicate the author's feelings with integral English sentenses, it is a writing form of intercourse. Also, writing can embody the author's abilities to wield languages comprehensively, so English is playing the more and more important role in English teaching. But we can know from the students'writing that it is not avoidable for the students to make different kinds of errors or mistakes, and however hard we work on it in teaching, the effect is not obvious. It is an urgent problem for teachers to solve these errors or mistakes that the students make constantly in their English writing. The theory of error analysis in the 1970s impulses the development of the practical languages. Different from the theory of contrastive analysis, the investigators emphasize the errors themselves instead of comparing native languages with aim languages. For error analysis, the greatest contribution is to correct people's wrong thoughts about errors:Making mistakes is very bad, try not to make mistakes. In fact, mistakes are a kind of teaching resource, the mistakes the students make reflect the process of language acquirement, according to it, the teachers can set down corresponding teaching strategies. With linguists'further research about language acquirement, base on the theory of contrastive analysis,the theory of error analysis and the theory of interlanguage, people recognize the mistakes that learners make deeper and deeper. This thesis is based on two kinds of theory, it looks back different viewpoints that different schools have in different periods and error classification. First, collect the mistakes from Grade Nine students'writing and then classify the mistakes, at last analyse the mistakes, the aim is to improve the Ehglish teaching in the middle school. By researching, it is known that for the junior students, the main mistakes in their English writing are local mistakes, especially verb mistakes. It means that mother tongues have a great effect on the middle school students. In addition, the thesis introduces the attitudes the teachers must have to the students make in English teaching,the methods to solve and some strategies to adopt in teaching to correct and reduce mistakes. The thesis includes six chapters:The first chapter is introduction, it simply introduces the background,necessity,significance of the thesis, investigating methods and the definiteness of some concepts. The second chapter is about correlative theory and researches, it mainly defines different viewpoints of the theory of error analysis and the theory of interlanguage,their advantages and disadvantages and correlative domestic researches. The third chapter is about the theory of error analysis, it is main about investigating,collecting and counting mistakes. The fourth chapter is classifying and researching the mistakes that I have collected to find out which mistakes middle school students make easily and the mistake proportion, and then analyse the mistakes to find out the causes of mistakes. The fifth chapter is about the strategies to correct mistakes and teaching suggestions. I introduce some my own suggestions,corresponding teaching strategies to adopt and teaching suggestions for English teaching in middle schools according to the investigating outcomes in Chapter Fourth. The sixth chapter is conclusions and expectations.