An Action Research On Lexical Collocation Errors Caused By Chinese Negative Transfer Of English Writing In Junior Middle School And Its Coping Strategies

According to the New English Curriculum Standards for Compulsory Education(2022Edition),English courses should cultivate students’ core competence.Among them,language competence is the basic element of the core competence.Writing,as an important way of language output,plays an important role in English teaching.Although many experts and scholars at home and abroad have carried out a lot of studies on the influence of Chinese negative transfer on writing,there are few action researches studying the influence of lexical collocation in writing and its coping strategies.Therefore,this study adopting the method of educational action research intends to explore the influence of Chinese negative transfer on lexical collocation in writing.And the purpose of this study is to explore effective teaching methods to reduce the influence of the negative transfer of mother tongue on lexical collocation in writing.And based on Chinese negative transfer and the classification of lexical collocation from Hausmann and using Errors Analysis Theory,Contrastive Analysis and Interlanguage Theory,the study is going to analyze the lexical collocation mistakes caused by Chinese negative transfer and find out the reasons.With 55 students from Class 16,Grade 8,Chongqing Wanzhou Senior High School as the research object,this study is aim to analyze the classification of lexical collocation mistakes and study how to teach writing effectively and decrease the influence of the Chinese negative transfer on lexical collocation in students’ writing.Questionnaires,interviews,writing tests and the lesson observation are used to collect and analyze the data.This study is going to focus on the following two questions:1.Influenced by the Chinese negative transfer of mother tongue,what are the common types of lexical collocation errors in junior high school English writing?2.How can teachers adjust teaching strategies to decrease the influence of Chinese negative transfer on lexical collocation errors in students’ writing?The whole study lasts for more than three months.Before the action research,this study uses a questionnaire,an interview and a writing test to learn about that the teachers teach vocabulary without a context,while students mainly rely on vocabulary index for vocabulary learning,and teachers do not pay attention to lexical collocation errors when correcting composition and students do not correct the errors in time.What’s more,Students tend to conceive their compositions in Chinese and then translate them into English.In the first round of action research,the study adjusts teaching strategies from the three following aspects: 1.Teaching vocabulary in a context;2.While teaching writing,the teacher guides students to think about the composition structure and accumulate the target language by reading;3.The teacher corrects the lexical errors in writing after peer reviews.After the first round of the research,the thesis learns about through interviews and writing tests that students’ awareness of lexical collocation has been enhanced,but there are still problems in using lexical collocation correctly,and students can’t distinguish the wrong lexical collocations clearly.Therefore,the second round of action research makes the following adjustments: 1.Pay attention to the comparative teaching between English and Chinese;2.Practice in time and correct lexical collocation errors in listening,speaking,reading,writing,translation;3.Encourage students to accumulate authentic English lexical collocations by listening and reading.Finally,this study finds that in junior middle school English writing,the most errors are from noun + verb,verb + noun,adjective + noun,verb + adverb four categories.After two rounds of action researches,the average score of students’ writing increases by 1.02 points,and the number of lexical collocation errors decreases by 63.And the number of lexical collocation errors caused by the Chinese negative transfer reduces by 34.What’s more,the number of each kind of lexical collocation errors also decreases.To reduce the influence of Chinese negative transfer on lexical collocation in writing,teachers can take Chinese negative transfer on lexical collocation errors seriously,teach vocabulary in a context,pay attention to the differences between Chinese and English and encourage students to increase language input.