Study On Error Analysis Of English Writing For Junior School Students (Grade Nine) And Its Teaching Enlightment

As we all know, English writing reflects learners'comprehensive abilities to think,understand and linguistic apply. With the development of the society,English writing is more and more important in all kinds of exams and jobs.But it is still rather difficult for students to improve their English writing. This paper tries to explore error sources in Grade Nine junior school students'English writings and gives some pedagogical suggestions on English teaching at junior schools.The study on L2 writing errors has always been an important component of error studies. According to the collected data, most of the action researches carried out concerning writing errors by domestic researchers took intermediate or advanced learners, such as college non-English or English majors as the subjects, on the contrary, few took Grade Nine,junior school students as the subjects. Furthermore, the researches focused on junior school students'writing errors are fewer. As for those several researches concerning about junior school students'writing errors, most of them set the focus on some specific type of errors in the subjects'compositions, which can't satisfy the needs of reality. Few researches have ever applied the contrast method to study junior school students'writing errors in terms of errors'categories and levels. So it is assumed that the writing of this essay will be an attempt to the study of errors in junior school students'writings in this way.On the basis of error analysis theory and interlanguage theroy, the researcher makes a data analysis on 200 students'English writing of Nanjing No.13 Middle School in Jiangsu Province, and categorizes 927 errors in their English writing which are required to be finished in the same period and with the same topic, analyzing and discussing the reason for those errors.The result shows that English Writing Error is divided into global, localized errors and other errors. Seventy per cent is the localized error, and among the errors in the locality, the verb in the use of error is the most, accounting for more than forty percent of the total localized errors and one third of the total errors.The analysis indicates that interlingual and intralingual errors are two major reasons for the errors. And interlingual error refers to the error due to transferring rules from mother tongue, including grammar transfer and vocabulary transfer. Intralingual error is caused by overgeneralization,ignorance of rule restrictions, incomplete application of rules and so on. The other factors includes the environmental factors and lack of practice.Following the analysis and discussion, relevant error correction methods and some pedagogical suggestions are put forward.