A Study On Error Analysis Of Senior High School Students' English Writing And Teacher Feedback

With the development of globalization, the importance of English writing is becoming more and more evident. Accordingly, the teachers are much concerned with the ways of skillfully applying appropriate teaching methodologies to practice. On the one hand, it is important for the teachers to realize the necessity of improving students' writing proficiency; on the other hand, they ought to rationally analyze the related problems and factors that hold back the improvement in students' writing, and try to work out the solutions.Language teachers are inevitably confronted with various production errors made by students in the course of teaching. Among them, writing error is a major sort. Though much research has been done on the errors in EFL learners' writings, studies of the errors made by senior high school students are still insufficient especially in the Chinese EFL context. Error analysis may be carried out in order to obtain information on common difficulties in language learning and as an aid to teaching or in the preparation of teaching materials.Teacher's feedback, either verbal or nonverbal, has a great influence on the students in their learning process. It is acknowledged that effective teacher's feedback can greatly motivate students to learn and guide them to learn more efficiently. Owing to the important role of teacher's feedback in the school setting, the author feels the urge to have a tentative look at the effective teacher's feedback in English writing teaching. The focus of the thesis is to explore the effective teacher's feedback in teaching English writing through clarifying the writing errors and analyzing the errors. Through the study,the author tries to answer how to analyze the errors made by the students in their compositionsand how to provide teacher feedback to the learners effectively. At last,the author gets the idea whether teacher feedback used in the research can help students improve their writing ability.Thus, based on the findings of the author's investigation, the paper continues with the proposal for realizing the effective teacher's feedback provision in English class. By longitudinal empirical study, It's found that:(1) Three sources of errors used to explain errors in student's compositions are helpful for students to realize their errors.(2) The errors are classified into four categories, among which,the grammatical errors and the lexicon errors are often made by the students. (3) According to error classification and error causes, the author gets effective teacher feedback by analysis. Error analysis can help the teacher find effective teacher feedbacks.(4) The teacher feedback practiced in the present study is effective for improving the students' writing ability. (5) Teachers need to explore the information sources such as more specific teacher feedback to effectively provide teacher's feedback in order to improve the students' writing ability as soon as possible.