An Applied Study Of Junior English Writing Based On Error Analysis Theory

English writing is a comprehensive reflection of learners’ cognitive ability,thinking ability,and ability to use language.However,junior high school students make mistakes in English writing again and again.One of the reasons may be that compared with the other four language skills(listening,speaking,reading,and translation),English writing requires higher language accuracy,fluency,article organization,and consistency of articles.The second possibility is that teachers and students lack proper methods in English writing.In recent years,many scholars at home and abroad have applied related theories such as error analysis to English writing acquisition,tried to explore effective teaching methods of English writing,and achieved certain results.At present,most of the research in this field is focused on college students and high school students,and there is little knowledge of junior high school students.Therefore,this study attempts to enrich the relevant research on English writing acquisition of junior high school students.This study takes junior high school students as the research object,and explores the differences between junior high school students’ English writing based on traditional writing teaching methods and methods based on error analysis theory.Mainly answer the following two questions:First,whether there is a relationship between English writing attitude and writing habits of junior high school students and the number of writing errors or not;Second,in the process of English writing,whether error analysis can provide students with an effective way of self-reflection or not.Under the guidance of the theory of error analysis,this research carried out a tentative experimental study on junior middle school English writing teaching.The experiment was conducted in three stages.The first stage,the pre-test,all participants participated in the pre-test to test their overall level of English writing.In the second stage,intervention,self-correction and peer-correction methods were added to the process of English correction in the experimental class.The third stage is the post-test.All participants participate in the post-test to check whether there is a difference in the English writing level of the experimental and control students.Allresults were analyzed statistically by spss17.0.The T test results showed that there was a significant difference in the test results of the students in the two classes at the same level.Based on the results and analysis,the following conclusions can be drawn: First,compared with the control class,the experimental class using the integrated strategy of self-correction and peer correction is more effective in reducing English writing errors than the teacher’s correction.Therefore,the theory of error analysis has a positive impact on the learning of English writing for junior high school students.In short,the introduction of error analysis theory into junior middle school English writing teaching can make the former boring and monotonous English teaching into an interesting teaching method that can give full play to students’ enthusiasm.In addition,the teaching of error analysis cannot completely replace other writing teaching methods.