A Study On Error Analysis Through Cognitive Perspective In High School Students' Writing

As is well known, language skills cover listening, speaking, reading and writing. Writing is a most important and difficult process of English learning. Based on some theoretical researches on error analysis, this paper mainly discusses the errors in high school students'English writing and why errors occur.Following some theories, the thesis begins with the errors made by the students of An'gang High School in their compositions. Then, a classification of the errors is made, such as, lexicon errors, grammar errors, and discourse errors. After that, an analysis is made to find the causes of the errors from the cognitive perspectives. For the purpose of improving English teaching and learning, some suggestions are put forward to both the teachers and the students in high schools.Through the investigation and the analysis of the errors, it is true that learners will make different errors in their English writing process. The truth that learners do make errors and that these errors can be collected, analyzed and classified results in the study of learners' errors, namely "error analysis". Error analysis is practically significant since it closely concerns with language teaching and learning. English writing study reveals the common language errors made by learners, which will be helpful for second language acquisition.In order to reduce the students writing errors and improve the writing ability of the learners, we should first analyze the learners' writing errors, and help develop their linguistic competence. At last, we hope the study will help language teachers to handle with errors in students writing.