Error Analysis And Error Correction Strategy Of Senior High School Students’ English Writing

In the English syllabus of College Entrance Examination , it is explicitly pointed out thatthe students of senior high schools should be able to write essays with 100-150 wordsaccording to the requirements . But in the process of learning, students will inevitablyencounter various sorts of writing errors. Aimed to change the current situation and discoverthe factors that restrain students’improvement in writing, this paper, based on the ErrorAnalysis and the procedures of EA, starting from the definition of error, and theclassification,and the significance of EA, the author makes a data analysis and categorizes on90 students’English writings of Linzi Middle School in Zibo, discusses the reasonscommitting such errors and tries to find out some efficient teaching methods of errorcorrection and the teaching.The analysis shows that interlingual and intralingual errors are two major types.According to this classification on errors, the essay divides students’errors into four levels.They are the level of substance, the level of lexicon, the level of discourse and Chinglish.According to the study, the essay puts forward some specific pedagogical suggestions toimprove students’ writing ability from two angles . One aspect is about teachers. Teachersshould change the concept of English writing teaching, pay more attention to the teaching ofwriting, and treat the errors of writing correctly ; the other one is about students. Studentsshould master stable basic knowledge of English, overcome the bad and form good ones.Hopefully, the study will be helpful for both language learners and language teachers insenior high school.