The Text Analysis Of English Writing In Junior High School Under The Field Of Error Analysis Theory

English writing ability embodies the cognitive ability,thinking level and language skills of middle school students,and plays an important role in evaluating students’ English learning level.However,errors in Chinese students’ English writing hinder the improvement of their English level.Teachers need to strengthen the guidance and training of students’ writing skills and pay attention to their basic knowledge acquisition and extra-curricular language input in order to cultivate their English thinking ability.Based on error analysis theory,contrastive analysis theory and interlanguage theory,this study studied 300 junior high school students in Shijiazhuang No.42 Middle School,and analyzed the errors in 300 compositions in mid-term examinations by means of the labeling method of the Chinese Learner English Corpus and the data retrieval software Ant Conc3.5.8,the research attempts to explore the following questions: 1.what is the distribution of the errors in the writing of students from different grades in junior high school? 2.what are the causes of those high-frequency writing errors?The results of analyzing the writing samples collected from the three grades show that: 1.the dimensions with the highest error frequency were verb phrase errors(24.09%),lexical errors(18.98%),word errors(18.11%),syntactic errors(14.44%)and noun phrase errors(13.75%);the higher grade the students are in,the more errors they have in their writing;on each error dimension,the total number of errors in the compositions of lower marks of each grade is significantly larger than that of higher marks;2.The main causes for these errors may be interlingual transfer and intralingual transfer,which are embodied in the following aspects: In the initial English learning stage,students often experience errors caused by interlingual transfer,mainly including lexical transfer and grammatical transfer;as learners’ language learning reaches a certain level,errors caused by intralingual transfer,such as over-generalization,ignorance of rule restrictions,incomplete application of rules and false concepts hypothesized,become more prominent.Based on this study,the corresponding suggestions were put forward for future English teaching: teachers need to strengthen the guidance and training of students’ writing skills and pay attention to their basic knowledge acquisition and extra-curricular language input in order to cultivate their English thinking ability.