A Study Of Errors On Senior One Students’English Writing And Pedagogical Implications

With a view of language learning as a creative construction process, comes the view that error is an inevitable and positive part of that process. Errors are now seen as reflections of a learner’s stage of interlanguage development. Meanwhile, English writing, as an important way of language output, plays an indispensable role in language learning for Senior High School students. However, both teachers and students of senior school find it is a difficult task. Through investigation, it is concluded that because of the limitation of the quantity of language input, the lack of ample writing practice and various language errors in students’ language learning constantly, thus, the overall situation of English writing is not so satisfactory. Therefore, it is becoming an extremely important and necessary issue for researchers and language teachers to study the errors in English writing.This thesis is meant to find out the main errors in English writing of senior one student and causes—a case of No.43Senior High School in Xi’an with the purpose of providing pedagogical feedback for improving writing teaching through analyzing the students’writing samples combining questionnaire and interview results which applied the quantitative and qualitative methods. This research is attempting to study the error classification and explanation according to linguistics taxonomy from more angels besides L1transfer and intralingua errors.The main issues for the present research to tackle are:What errors does senior one student usually make in English writing?Which sources do these errors come from in English writing?How to solve the problems in English writing effectively?Through investigation and analysis on the basis of several SLA theories related error analysis, the main errors that senior one student of No.43senior school make in English writing focus on the lexical and grammatical aspects. Meanwhile, through the questionnaire and interview analysis. the sources of causing errors chiefly come from L1transfer and intralingual errors. Besides, students’learning attitude, motivation and leaning habits also can play an important role in writing level. Thus, four effective and practical pedagogical implications about English writing can be found:treating the language errors and error correction scientifically, strengthening writing practice in class and offering timely feedback scientifically and so on. Because of the restrictions of theoretical and practical level, the thesis has also its limitation except for findings. Thus, much work still need further study in the coming teaching practice.