Error Analysis And Countermeasure Research On Written English Expression Of Rural High School Students

English writing reflects students’ overall ability of thinking, understanding and linguistic applying. However, the current situation of English writing in senior high schools is far from satisfaction, failing to cultivate students’ English writing ability effectively. As a result, it is still rather difficult for students to write a good composition.This paper tries to explore the error kinds and sources in the English compositions written by Senior Three Students from a middle school in a rural area and give some pedagogical suggestions to English teaching.The paper conducts a deep-going study into the theory on error analysis in order to apply this theory to examining errors gathered from the students’ compositions. The major findings are as follows: first, the paper categorizes errors into three major types: errors at vocabulary and grammar levels, discourse errors and mechanical errors. Second, as to the causes, the paper points out that students’ writing errors are mainly caused by language interference:interlingual interference and intralingual interference. Besides, teachers’ inappropriate teaching methods as well as and students’ insufficient language input also contribute to writing errors.Accordingly, some pedagogic suggestions on senior high school English writings are made in the paper. It is suggested that the teachers design proper class activities related to English writing in terms of language, structure, thinking and feedback.