From Theory To Practice: Error Analysis And English Writing Teaching In Junior Middle Schools

English writing reflects the comprehensive capacity of the English language, andtherefore it is the focus and difficult part of English teaching. However, English writing hasalways been the problem of English, especially for junior middle school students whoseEnglish foundation is weak. It is easy to train junior middle school students who are at theprimary stage of English learning. The students’ writing habits, interests, ways and abilitiescan be shaped easily, which, will undoubtedly influence the effect of language learning.Therefore, teaching writing effectively is obviously an important task for English teachers.Through the investigation and analysis of the junior middle school students’ English writingerror, this thesis analyses the error phenomenon of students’ writing and the cause of the errorin order to provide inspiration for middle school teaching of English writing.It was not until the1970s that Error Analysis (EA) became an important theory insecond language teaching. The most significant contribution of EA lies in its success inelevating the status of learners’ errors. It considers that the error should not be avoided, butshould be regarded as a natural phenomenon in the process of learners’ internalizing thetarget language. It enriches the theoretical study of foreign language teaching achievements,deepens people’s understanding of the educational process, and provides practical help forteaching activities. Through the investigation and discussion of language error made byjunior three students of Jinan, the thesis explores the main problems in the students’ writing,and puts forward practically effective countermeasures to promote the writing teaching levelof English teachers and to cultivate the students’ English writing skills. With the guidance ofthe Error Analysis, teachers can adopt reasonable error correction strategies; learners can alsolearn experiences from mistakes.This thesis deals with related issues from the following aspects: the first one isintroduction part. The second chapter describes the current Error Analysis researches onlanguage teaching of the domestic and abroad. Chapter three discusses theoretical researchesrelated to the Error Analysis, which include the Interlanguage and its relationship with ErrorAnalysis. In the forth chapter, the author collects and analyzes the errors in Englishassignments of the junior middle school students. Through the classification study ofcollecting errors, the author finds out what error junior middle school students most likely tomake and the proportion of these errors. Chapter five discusses the specific use of the ErrorAnalysis theory to solve practical problems of error. At the same time, through interviewing with individual teachers and students, the author finds the major problem of English writing.According to the results of the Error Analysis and interviews, the author proposes strategiesto deal with the actual English teaching. From the different angles, the author puts forwardspecific proposals to make the Error Analysis theory used in junior middle school Englishwriting teaching practice. The last part of the thesis concludes the results of research as wellas shortcomings.In summary, this thesis presents people with writing characteristics of the middle schoolstudents, the reason of error and the classification of error. If teachers teach in the proper way,students can get effective training, and then the error of their language will be graduallycorrected. It also will improve their language ability of English.