A Study On English Writing In Junior Middle School Based On Error Analysis Theory

English writing,a comprehensive reflection of EFL learners’ competency,is an indispensable part of all kinds of English tests and an effective means for teachers to assess students’ English learning.How to systematize the various errors made by students in English writing and turn them into valuable resources for students to learn in the future is a hot issue that scholars and English teachers have been paying attention to.Based on contrastive analysis theory,error analysis theory and interlanguage theory,this study analyzes 300 students’ compositions(100 compositions per grade)in mid-term examination of No.1 Junior Middle School of Wuhan Economic and Technological Development Zone,by means of the error coding method of the Chinese Learner English Corpus and the corpus retrieval software Ant Conc 3.5.8.The research aims to explore the distribution and number of students’ writing errors in each grade,the differences of writing errors between high and low-scored compositions in the same grade,the differences of writing errors in different grades and the main causes for students’ errors in English writing.The results of the research on students’ writing errors in the three grades are as follows.First of all,the dimensions with the highest error frequency are word errors(22.95%),syntactic errors(17.43%),verb phrase errors(17.36%),lexical errors(14.80%),and noun phrase errors(12.55%).What’s more,the higher grade students are in,the more errors they make in their writing.Secondly,on most error dimensions,the total number of errors in the lower-scored compositions is significantly larger than that of higher-scored compositions.Thirdly,students in different learning stages have different difficult points.Finally,the main causes for these errors are interlingual transfer and intralingual transfer.Based on this study,the corresponding suggestions are put forward for junior middle school English teachers and students.English teachers should consolidate students’ basic grammar knowledge,strengthen the comparison between English and Chinese,pay attention to students’ effective language input and so on.Students should cultivate good writing habits,develop independent extracurricular reading habits,improve error correction ability and so on.