A Study Of Correlation Between Lexical Errors And Writing Quality In English Majors’ Writing

Vocabulary is considered to be a central part in language learning and also an essential component in communication. As a consequence, when lexical errors are produced, communication is distorted. Researchers have found that lexical error is the most frequent category of errors in ESL writing (Grauberg,1971; Meara,1984; Ye,2002; He,2009). In light of the important role vocabulary plays in communication, it is necessary to conduct a study on students’lexical errors. It is hoped that the present study can get shed some light on how to improve students’ lexical competence effectively.The present study chose 58 junior English majors in a comprehensive university in west of China as the subjects. The data of the study is 53 compositions which were selected from 58 compositions written by the subjects in a final examination of their writing course. The present study is designed to explore the following research questions:(1) Do lexical errors significantly correlate with the quality of composition? (2) Among the seven types of lexical errors, what are the major lexical error types committed by English majors? (3) Do lexical error types significantly correlate with writing quality?The results of the study show that:(1) The number of lexical errors negatively and significantly correlates with the writing quality; (2) Among the seven types of lexical errors, absence, substitution, part of speech and redundancy are the major lexical error types committed by the subjects; (3) Absence, substitution, part of speech and redundancy all negatively correlate with the writing quality, but they differ in the degree to which they influence the quality of the composition. Redundancy most significantly correlates with the writing quality, followed by substitution. The correlation between part of speech and the writing quality does not reach a significant level. Absence least influences the writing quality.Based on the finding that lexical errors negatively and significantly correlates with the writing quality, it is suggested that training in vocabulary learning and use is very necessary and teachers can not ignore vocabulary teaching in English teaching. Besides, the above findings are also beneficial to vocabulary teaching. More specifically, the teacher is provided with clues about what to concentrate his teaching on, namely, on the most frequently occurring lexical error types, that is absence, substitution, part of speech and redundancy. Redundancy and substitution should be paid more attention due to their significant correlation with the writing quality.