A Study On The Misuse Of Verbs In English Writing In Junior Two From The Perspective Of Error Analysis Theory

Writing is an important language output skill.It is one of the most important ways to measure students’ English proficiency.Verbs are the core syntactic components in English sentences.It indicates that usage of verbs is rather complicated.When we use verbs in sentences,we need to take person,number,tense etc into consideration.Students often make mistakes in using verbs while they are writing compositions.Therefore,it is necessary to do the research on verb errors that occur in English writing,the purpose of this study is to teach better in English writing,and improve the writing level of middle school students.First of all,the study is guided by error analysis theory,comparative analysis theory and language transfer theory.It investigates and analyzes the verb use errors in the writing of grade two in a middle school.One hundred students from grade two of a middle school were selected as subjects.The writing materials in the first monthly exam,mid-term exam,the third monthly exam and in the final exam were selected as the research text.According to the methods and steps of error analysis theory,this paper investigates and analyzes the verb errors in English writing in texts of students in a middle school from grade two.According to the comparative analysis theory and language transfer theory,it will explore the reasons of these errors with the help of questionnaire and interview results.The results of the research are as follows: Firstly,through statistics collected from English writing,the author found that the types of verb errors in middle school English writing include verb redundancy/verb missing,subject-predicate disagreement,verb transitivity errors,non-finite verb errors,verb tense errors,incorrect verbs after modal verb and auxiliary verb and spelling errors.The frequency of verb errors from high to low is as follows: non-finite verb errors account for 34.22%,verb redundancy/verb missing account for 21.69%,verb tense errors account for 14.05%,subject-predicate disagreement accounts for 9.67%,incorrect verbs after modal verb and auxiliary verb account for 8.35%,verb transitivity errors account for 7.64%,and spelling errors account for 4.38%.Secondly,this study finds four types of error causes,the reasons of verb errors include intralingual transfer,interlingual transfer,non-linguistic factors and inductive factors.From the view of verb errors in current English writing,four suggestions for teaching and learning are put forward: First,we should promote teaching in verb grammar and train students to think by speaking loudly.Second,we should pay more attention to language input and strengthen reading and recitation training.Besides,we should reduce the influence of interlingual transfer in English writing.What’s more,it is necessary to cultivate students’ correct attitude towards verb errors,form good English writing habits and optimize the writing correction mode and comment mode.Finally,we need to strengthen the standardization of teachers’ language in lectures and avoid absolute interpretations.In a word,the research studies the mistakes in verbs use in English writing of middle school students.It uses error analysis theory and language transfer theory to analyze the collected materials.The study finds out several types of verb errors and frequencies of verb errors in middle school students’ English writing,and analyzes the reasons on the basis of relevant theories,questionnaire surveys,and interviews.Finally,it puts forward effective suggestions on improving the teaching of verb in middle school English writing teaching.