The Analysis Of Common Errors In Senior Two Students’ Compositions And The Solutions

As being a focus and difficulty in English teaching, English writing has been the main concern for the teachers and students. But in the process of learning English, some of students would put more time and energy into studying vocabulary and English reading, which are considered to be effective and easy to learn, but would ignore English writing to some extent. Because the teachers are affected by some factors in school teaching, they could not spend a lot of time on leading the students to overcome the writing problems. In view of this, the author carried out this study. It tries to analyze the common errors that can be found in senior two students’ compositions, investigates the root cause of the difficulties in English writing, and finds suitable ways for teaching English writing to improve the students’ ability of English writing.The author takes the senior two students and six teachers as the research subjects, collects 60 students’ exam compositions, analyzes the type and quantity of the errors and finds that the common errors in English writing of senior two students’ are as follows: first, wrong usage of verbs, nouns and articles; second, in terms of syntax, six types of errors exist: Loss and redundancy of main components,, sentence order confusion, subject-predicate inconsistencies, the error of non- predicate verb, misuse of negative words and the error of punctuation; third, in terms of discourse, the students know some writing patterns, but have problems in unity and coherence. The author collects 120 students’ questionnaires, analyzes them and finds students’ common problems in English writing. The author also interview six teachers to find problems in the teaching and students’ common errors. By the text analysis, interview and questionnaire analysis, find that the main reasons for making the errors are: the negative transfer of mother tongue, lack of basic knowledge of language and the problems in the process of teaching.Based on the theory of Error Analysis, the author puts forward some tentative strategies for teaching English writing: first, to emphasize the differences between English and Chinese in the process of teaching and reduce the negative transfer of mother tongue; second, to have more reading and practice so that enhancing the students’ language sense; third, to improve students’ ability to identify and understand the errors in their compositions so that reducing the frequency of making errors and strengthen the basic knowledge of language; forth, to cultivate students’ good habits of English writing.