The Error Analysis Of Senior Three Students' English Writing And Its Implications

English writing, as an important way of output, plays an indispensable role in language learning. However, both teachers and students of senior school find it is a difficult task. The overall situation of English writing is not so bright, for one thing, there are various errors in students'compositions caused by different factors; for another thing, teachers feel it is a headache thing to teaching writing. Moreover, teachers spend a lot of time in correcting the errors which students make in their writing, but they find the way makes little effect. Therefore, studying writing errors of students become more and more important and necessary.Error analysis is developed after contrastive analysis lost its influence. Many researchers have shown great interest in the errors of learners as researchers shift their attention from the teaching process to the learner and learning process. They believed that errors can often indicate learners'internal system of interlanguage, through which they can know the learning process of learners, and can deepen their understanding and recognition of foreign language teaching and second language teaching. Error analysis plays an important role in English learning and teaching. It can help teachers find the rules of English teaching and improve their English writing teaching. This study is based on the theories of contrastive analysis, error analysis and Interlanguage, as well as related theory of task-based writing teaching. By quantitative and qualitative analysis methods, the author found the types of errors which senior three students made in their compositions, and the problems in English writing teaching and learning, then analyzed the causes of errors and provides countermeasures to solve learners'problems. Finally, based on former analysis, the author gave some implications for English learning and English writing teaching. Former researches on writing focused on how to teach writing skills and foster students'writing ability. Moreover, many researches on error analysis focused on college students'writing, while not many researches on writing errors pay attention to senior middle school students. Therefore, this study focuses on senior three students'writing errors in limited time and place. Through the collection of the errors from 60 English compositions written by 72 senior three students in their first month English examination in Xiuwu county NO.1 High school, this study shows that their main errors are lexical errors and grammatical errors. Lexical errors mainly include spelling errors, collocation errors and part-of-speech errors, while grammatical errors mainly include sentence structure errors, agreement errors, tense and voice errors, etc.According to the results, we know that these errors mainly result from the inter-lingual interference and intra-lingual interference; these errors really reflect the nature of students'Interlanguage. For one thing, when students can't express themselves in English naturally, they use Chinese form to express the same meaning. For another thing, because students'limited knowledge of the target language, they always make some wrong hypotheses. In order to solve the problems in students'writing, the author provides countermeasures for teachers. On the one hand, teachers can solve the errors caused by mother tongue transfer by contrastive analysis. On the other hand, teachers should adopt proper teaching methods and raise their awareness of pragmatic teaching in order to truly increase students'ability of language use. Moreover, for students, writing practice is an indispensable part of learning. Teachers can strengthen students'writing practice by various activities. In addition, we can get some implications from this study of errors analysis. Because the situation of senior 3 students'writing is not optimistic, teachers firstly should cultivate students'writing interest and stimulate their motivations, in order to make students take an active attitude towards English writing. Next, writing is inherently connected with reading. Reading and reciting not only can enlarge students'vocabulary, but can also cultivate student's sensitivity for language and enhance students'feel of language. Lastly, both teachers and students should be aware of the importance of feedback. Only when students realize their errors by feedback and correct these errors in order to avoid similar errors reoccurring can students make progress in their writing.The present study had been carried out under limited conditions, so there are some limitations, which will be perfected in future researches. However, it is sincerely hoped that the present study can shed light on English learning and writing teaching, and the author also hopes that it can pave the way to more penetrating and profound studies in the future.