The Effect Of Error Analysis On High School Students' Correct English Vocabulary Output

As one of the three major elements in Language, vocabulary is widely acknowledged as a key component of foreign language proficiency, making it a logical target of studies into how language is acquired. The importance of vocabulary in English teaching and learning has already caused the understanding and attention of the experts at home and abroad. However, the problem of the time-consuming and poor efficiency in high school's vocabulary teaching and learning still exists. Students always complain that words are hard to remember and easy to forget. Though varieties of learning strategies are adapted by teachers as a guiding policy, problems frequently occur in students' vocabulary input and output, thus causing all kinds of language errors in communication. According to the theory of communicative approach, it is an usual phenomenon that students make errors, which, of cause is inevitable. Considering that vocabulary errors often lead to communicating obstacles, teachers should pay special attention to students' vocabulary errors. We can' t deny the fact that error analysis in vocabulary teaching, especially in vocabulary teaching in high schools, does help students find reasons for causing errors and find ways to correct errors, making it possible to improve students' ability of using language to communicate, which, hence, is likely to avoid students' communicating obstacles.Error analysis as an important theory in Second Language Acquisition plays a core part in guiding language teaching. It is practical. With the help of Error analysis, teachers can classify students' errors in vocabulary output, and meanwhile, it is possible for them to explore the reasons for students' vocabulary errors, which will probably make contributions to vocabulary teaching in high schools. This paper hopes to make use of Error Analysis to observe, discuss and analyze the common errors made by high school students, so as to introduce some strategies to promote vocabulary teaching in high schools.This paper consists of seven chapters:Chapterâ… puts forward the aim and the significance of the research. In this chapter the author also analyzes and puts forward the possibility and actuality of the use of Error Analysis in vocabulary teaching in high schools.Chapterâ…¡reviews the present situation of vocabulary teaching in high schools. At the same time, researches concerning English vocabulary teaching at home and abroad are focused on.Chapterâ…¢gives a brief introduction and a detailed result analysis to the test carried on in some senior students. Further consideration is thus required according to the types of the vocabulary errors made by students.Chapterâ…£talks about some strategies of vocabulary learning and communicating strategies of vocabulary output. The inefficiency of these strategies is also discussed.Chapterâ…¤gives a systematic introduction to Error Analysis, expounding connotation, error classifying, reasons for causing errors, and procedures of analyzing errors.Chapterâ…¥elaborates how to apply Error Analysis in English vocabulary teaching, subject to the four steps of error analysis. This part is the core part of this paper, discussing the concrete application of Error Analysis to practical teaching.Chapterâ…¦draws conclusions, and points out the demerits in this paper and the further research which should be conducted in the future.