Error Analysis And Reflection On English Teaching In Senior High Schools

Along with the standard of English for high school students have higher requirements, the issue of how to teach English effectively and efficiently has caught more people's attention. Accordingly, teachers should learn to make good use of various teaching resources and reflect constantly to improve their teaching. Therefore, students' errors, as a most important teaching resource, have become teachers' focus recently. Teachers need to learn to study and analyze students' errors in their teaching practice so as to reflect and improve their teaching. Error analysis is the study and analysis of the errors of second language learners, which aims to acquire the information of language learners' common difficulties and then serves as a most important teaching aid. Error analysis helps to intensify teachers' understanding of the learning process, to offer practical help to improve teaching. Therefore, error analysis plays an important role in language teaching.Starting from the definition and significance of errors and based on the theories of Contrastive Analysis (CA), Error Analysis (EA) and Interlanguage (IL), this thesis analyzes their merits, weaknesses as far as language teaching is concerned. Besides, types of errors, steps of error analysis and sources of errors are also discussed. In the empirical study part, a careful survey is made to describe, categorize and analyze the sources of the errors committed by the senior three students of the author's school. The study indicates that the incorrect uses of verbs and the parts of speech are the two leading errors. The analysis also shows that in terms of sources, interlingual and intralingual errors are two major types with the latter playing a more prominent role than the former. Following the analysis and discussion, effective teaching methods and tactics are put forward, including emphasizing language output, adopting correct attitudes towards errors and error corrections, focusing on error comments and appraisals, consolidating the bases and increasing language input. Finally, efforts are made to call on teachers to form a habit of reflecting on teaching based on error analysis so as to perfect themselves as well as improve language teaching.