Error Analysis Of Senior High School Students' English Writing

Language teachers will inevitably encounter various kinds of errors made by their students in their effort to express themselves in an acquired language, and among these, writing errors are a major problem. This research starts out to deal with the problem by analyzing senior high school students'writing errors under the guidance of such theories as comparative analysis, error analysis and interlanguage. After categorizing students'writing problems into the surface-level errors and the deep-level ones, the author of this paper proceeds to probe into the causes of these errors, which can be divided into the interlingual causes and the intralingual ones. Aided by these insights, the author suggests ways of reducing writing errors and improving the quality of L2 production, pointing out that teaches'correction of errors must be combined with students'awareness of errors and self-correction. Not wishing to be confined to error correction and remedial work, the author goes on to discuss the implications of error analysis for the teaching of future writing classes in senior high schools. It is hoped that the students' writing skill can be improved as a result of their teachers'gaining greater insight into the nature of fluency and accuracy as well as error correction.Finally the author, strictly adhering to the scientific method, specifies the areas which cannot possibly be covered by this research paper alone so as to elicit responses from more researchers and push ahead the research into error analysis. As long as language teachers are active in their search for a better method for teaching writing, their students will make rapid progress and impress them with more accurate, and even error-free, performance.