Error Study Of Senior One Students' English Writing

Writing is the process of exchange of ideas and feelings. It is a complex cognitive and creative process of thinking, also the process of interaction between people. English listening, speaking, reading, writing are the four skills in senior high school English learning. English writing plays a very important part, and compared with the other three skills, English writing is considered the most difficult to master. High school English teaching lays emphasis on teaching grammar, but ignores the teaching of writing. Many high school students fear and even are tired of writing. This is the status of teaching English in high school.Grade one is the joint stage in senior high school, but also the basis of high school stage. At this stage, the vocabulary students have mastered is relatively small and high school grammar and syntax knowledge are more poorly understood. In students'writings, we can easily find errors that exist in accuracy, fluency and appropriateness. Many deficiencies still exist, and sometimes has gone far enough or even run in the opposite direction, and sometimes superficial meaning, lack of ideology and lack of new ideas in their writings. The students have mastered the vocabulary of English writing, but can not use them to express themselves. Some English words and phrases in English composition are simply accumulated, always the lack of central ideas and discourse coherence. In addition, grammatical errors, word errors, ambiguous sentences are frequently met. Therefore, to improve writing skills is the most important task for English learners.Students often need to acquire new knowledge to progress and improve. A wide range of errors are to be corrected during the process of knowledge mastery, which is particularly important for the students to master the knowledge and awareness of progress. Over the years, how to deal with high school students writing errors has been the urgent need to address the problem a lot of English teachers and students are faced with. I have teaching practice for over ten years and recognize that whether errors occur or not in students writings in English largely depends the ability of teachers to study errors from each student carefully, and explore the reasons. Start with the practice, make plans, suit one's methods to the situation and proceeds in an orderly way to improve their English writing skillsIn this study, based on previous studies, I use Comparative Analysis, Interlanguage, Error Analysis theory, and explore the reasons for the errors from the students in two classes, a total of 18 writings from each student in two semesters as research subjects, the errors in the whole writings are summarized and analyzed. The errors include several types. Errors are divided into lexical errors, syntax errors and textual errors. Lexical error types are:nouns, verbs, prepositions, adjectives, adverbs and so on. Syntax errors include:Chinese English, incomplete sentence structure, extra long sentence, special patterns with errors. Textual errors include neglecting topic examination, snap writing, lacking a topic sentence, unclear central idea, inappropriate paragraphs, too many ingredients of imagination, lacking coherence and convergence in the article structure.Through analysis and research, the results show that:cause of a lot of errors is not a single, but joint action of many reasons.Causes of the errors are summarized as:interlingual errors and intralingual errors, lack of knowledge and writing skills, neglecting composition correction, induced errors, lacking exercise, communication strategies.In the last part, teaching implications have been proposed.