High School English Writing Error Analysis Research

Writing can reflect the students’ cognitive ability, logical thinking and comprehensiveability of language usage. Viewed from the English tests in the college entrance examinationover the years, the losing point rate in writing is high. Therefore, it is urgent to pay attentionto English writing teaching in high school. Students often make all sorts of mistakes inwriting. Teachers have made corresponding efforts in practical teaching to help them avoidmistakes, but with little effect. The1970s saw the emergence of Error Analysis Theory,which corrected the wrong attitude towards errors that Contrastive Analysis Theory held allthe time. It was then that people realized errors were actually a kind of teaching resources andappropriate research and application would promote the development of English teaching.Based on the theoretical studies of Contrastive Analysis, Error Analysis and InterlanguageHypothesis, this thesis uses the Error Analysis Theory to analyze errors in the senior highschool students’ English writings and investigates the root causes of these errors with thecombined study on the students’ learning process.This thesis is divided into six chapters. The first chapter is the introduction part. Itmainly introduces the topic origin, the purpose and the significance of the study andsummarizes the research status at home and abroad. The second chapter explains the relatedtheories, including Contrastive Analysis, Error Analysis Theory and Interlanguage Hypothesis.And then the concepts_“error” and “error in the writing” are defined. The third chapter is theempirical research on the senior high school English writing errors. According to thequestionnaires designed for students and teachers, the present situation of English writingteaching and learning in senior high schools is analyzed. At the same time, the writingmaterials collected from the three grades in Zhangzhou NO.1Senior High School areclassified and analyzed statistically using Error Analysis Theory. The fourth chapter is tomake the error attribution according to the survey data, aiming to look for the root causes.Chapter5proposes reasonable error correction strategies and writing teachingcountermeasures based on the study of the former four chapters. The sixth chapter makes theconclusion. It points out what the author has found and the innovation and limitations of thispaper.