Analysis And Implications Of Errors Of Predicate Verbs In English Writing Of Junior High School

Sentences in English are mainly constructed or expanded from “the five basic sentence patterns”.And the main structure of each sentence is structure “S+V”.As we all know,the predicate verb which shows the variations of subject is the core and decisive element in “S+V” structure.English writing is not only one of the most basic parts in English learning but also seen as the most comprehensive skill.And it is always so important that the importance of English writing cannot be expressed by simple words.However,there are plenty of common problems reflected by Students’ English learning.In detail,predicate verb errors in English composition is a typical one.According to the practical teaching experience,the study finds that students nowadays have a number of predicate verb errors especially in junior high school.In consideration of the contradiction between the importance of predicate verb in English learning and the predicate errors in junior high school students’ writing,the study puts up three questions: 1.What are the predicate verb errors in junior high school ? 2.What are the reasons of such errors? 3.How to correct those errors? In order to answer these questions,qualitative analysis and quantitative analysis are employed on the basis of theories of Error Analysis and Language Transfer in this study.Specifically,they are questionnaire survey,personal interview,text analysis and classroom observation.The study shows that the main predicate errors are tense errors,voice errors,spelling errors,lack of predicate,and double predicates and so on.And the reasons of errors are interlingual transfer,intralingual transfer,cognitive level,guidance of teaching,the attitude toward errors and lack of strategies of writing.Last but not least,there are some ways to correct errors such as viewing errors as a way of learning,cultivating the meta-cognitive writing strategies,contrasting between English and Chinese,strengthening the mastery of basic knowledge,memorizing by language chunks and associating,developing good learning habits and positive learning attitude,generalizing and comparing easily-confused knowledge,strengthening teachers’ professional competence and enhance input and output.And hopes to give some useful suggestions for the grassroots English teachers in English writing teaching.