Analysis On Syntactic Errors In Grade Eight Students’ English Writing

English writing teaching as a difficult aspect of English teaching has been paid highattention by teachers, but it is still in a relative weak position in the junior high school.Students make various kinds of errors in their writing, and among them syntactic errors aremost frequently found. In addition to the frequency of syntactic errors, they are alsodifficult for students to discover and correct by themselves. Therefore, syntactic errorshave become an important factor that affects students’ writing ability. The task of thisthesis is to find out the types of errors, the causes of errors and the strategies that teacherscan take to improve the writing ability of students.In this thesis, with Error Analysis, Contrastive Analysis, and Interlanguage astheoretical guidance, the author first has collected the errors made by Grade Eight studentsin their composition in one term, then classified the collected errors into four major types:agreement errors, run-on sentences, Chinglish, misuse of parts of speech. In addition, in themisuse of parts of speech, errors in verb usage are the most.The author collects and classifies errors in order to find effective ways to correct andavoid these writing errors. Therefore, the author first analyzes the error sources. Based onthe previous research, the main sources of writing errors have been classified into twokinds: interlingual sources and intralingual sources. For interlingual sources, the thesis laysemphasis on native language interference. And for intralingual sources, it focuses onovergeneralization, ignorance of rule restriction, false concepts hypothesized andincomplete application of rules. Accordingly, relevant error correction methods andpedagogical suggestions are put forward in order to be helpful to teaching strategies andthe instruction of writing skills and further to increase the writing ability of students.