Analysis Of Grammatical Errors In Junior School(Grade Nine) Students’ English Writing And Its Writing Teaching Implications

Writing is an important course in English leaning.Most teachers think writing teaching is time-consuming,laborious but inefficient.At the same time,students always have difficulty in English writing.In order to improve the situation,this research is based on error analysis theory.It analyzes the errors in the compositions of Jinchang No.7 Middle School(Grade nine)Students.The author selected 124 compositions in Grade Nine.A total of 850 grammatical errors were collected,and the above errors were analyzed by classification and attribution.Meanwhile,a questionnaire survey and interviews are also used to explore the following questions:Firstly,what are the main errors in English writing of ninth graders?Secondly,what are the reasons of the errors?Thirdly,what are the attitudes of junior students toward English writing,errors,and teachers’ writing corrections?The study found that the most local errors in the writing of Grade nine students are verbs,and the most global errors are incomplete sentence components.These grammatical errors are caused by negative transfer of mother tongue,intralingual errors,and other reasons.Intra-language errors mainly include over-generalization of rules,and other reasons include less input and output training for junior students,bad writing habits and correcting habits,teacher factors,and student psychological factors;The ninth graders have a positive attitude towards English writing,but they can not correct their errors in time.At the same time,they expect teachers to use various correction methods.In the end,on the basis of the above research results,the author puts forward some teaching strategies for the current situation of junior high school English writing teaching:The first is the right attitude and reasonable strategies for error correction;The second is to pay attention to the systematic teaching of grammar;The third is to strengthen contrast teaching and situational teaching to improve students’ English thinking ability;The fourth is to cultivate Students’ good study habits;The fifth is to change wrong attitudes towards errors and focus on stimulating students’ interests.