| Writing is the basic ability for a second language learner, which is known as a writing system. Because the rapid increase need from today’s situation, writing ability is necessary for the students, especially for high school students. For they have to face the extensive competition for collage. Teachers always use a lot of their precious time to train the students’writing ability. However, the students’writing ability still have not been improved significantly. The reason why is that the teachers just focus on the students result of the composition but not the procedure of writing. It is commonly known that teachers should help the students to correct the compositions. Therefore, the students have no chance to access to the correction part and their classmates’writing work.In order to solve this kind of problem, the author put forward three questions that related to the peer correction under the guidance of error analysis to find out if it might be an effective method to improve the senior high school students’writing ability. Therefore, the author did an experiment to prove these questions as followed:1) What kinds of errors the high school students are likely to make in their writing works?2) What are the senior high school students’attitudes toward peer-correction?3) Is the peer-correction more effective than teacher-correction in developing students’writing ability?The subjects of the study consist of112senior high school students of grade two from Taiyuan No.48Middle School. They were divided into two groups. During a semester’s experiment, a questionnaire and two writing tasks were assigned to them.Research findings show that:1) Morphology error and syntax errors are the most common errors among students. Besides, verb tense and word choice are also frequent problems.2) The senior high school students’attitudes toward peer-correction are positive.3) Effectiveness of peer-correction with the training of error analysis has been proved by analyzing the data. |
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