Analysis Of Grammatical Errors In Junior Middle School Students’ English Writing And Its Writing Teaching Implications

English writing belongs to the four skills of English listening, speaking, reading and writing. In English teaching of middle school, writing ranks after the three language skills, namely, listening, speaking, and reading. Therefore, English writing has always been a weak link of English teaching. In fact, writing ability is a reflection of learners’comprehensive ability in language use, so English writing is becoming more and more significant.Errors in the English writing have always been an important aspect in the study of errors. From the analysis of the related documents that are collected, domestic empirical research about the writing errors is concerned with college students of English majors, non-English major and senior English learners and regards them as the research objects. However, seldom is concerned with primary English learners, such as junior high school students. As for the study concerned with English writing errors of junior middle school students, their research angle of view is from mistakes of composition of the junior middle school students in one grade, then they do research of statistics, classification, etc. This thesis attempts to compare and classify various errors in English composition of junior middle school and makes longitudinal comparison of mistakes made by the nominals of their English composition. Writing from the perspective is the innovation of this thesis.This paper is based on the error analysis theory and the interlanguage theory. This paper reviews different views and classification toward errors of different periods and different schools. On the basis of the theory, the author makes a data analysis of writing of the first semester of2013of She Jiaxiang No.2Middle School in Xinxiang city, Henan province. This paper makes a classification of578grammar errors of Grade Seven,556grammar errors of Grade Eight and646grammar errors of Grade Nine, and analyzes causes of these errors, and’sheds light on English writing teaching of junior middle school.The results show that the junior middle school students’English grammatical errors writing are mainly divided into global and local errors. Number of local errorsis far more than that of global errors. The main reasons of these errors areinterlanguage interference and intralingual interference. Interlanguage interferencemainly includes errors caused by the negative transfer of mother tongue. Intralingualinterference is mainly caused by the target language, performance overgeneralization,rules limit ignorance, rules of non complete application and the concept of hypothesis.Other reasons include certain environmental factors and lack of exercise.In the end，on the basis of the above research results based on the current juniormiddle school English writing teaching at present and the current situation ofstudents’ learning, the author puts forward some suggestions and countermeasures.