An Analysis Of Errors And Strategies In High School Students’ English Writing From The Perspective Of Teachers

Linguistic skills include listening, speaking, reading, writing as well as translatingsometimes. And writing is a very important and difficult part in the second language learningprocess. Since English writing is one of the important approaches for English language output,which can measure learners’ language learning abilities and skills. So we must pay much moreattention to it. However, at present, English writing is not emphasized in many high schools’English teaching and learning, and high school students are not interested in English writing.So in the process of English writing teaching and learning, high school students willinevitably make various types of errors which are mainly about grammatical errors and lexicalerrors. High school English teachers still do not understand how to deal with it whenencountering this situation. Though as a second language, the errors of English writing has alot of related studies at present. But in our country, the studies about the errors of Englishwriting are mainly about college students, the researches about the errors of high schoolstudents’ English writing are limited and rare. Starting from this point, the author decides todo research about the errors of high school students’ English writing in order to offer somevaluable suggestions for high school English teachers in the process of writing teaching.On the basis of the error analysis, contrastive analysis, the interlanguage theory and teacher’sfeedback, and according to the previous studies both at home and abroad, this thesis mainlydiscusses and analyzes the common errors of high school students’ English writing. Theauthor tries to analyze and classify the errors of high school students’ English writing intothree main types: lexical errors, grammatical errors and discourse errors according to someresearchers’ theories. Then the author selects60English compositions samples from Grade3in Gaizhou No.2Senior High School. These compositions are all from their first monthly testwith the same topic, which is required to be finished in the fixed time. The author classifiesand analyzes the collecting836errors and finds out the causes of these errors by using thequestionnaires and interviews. The research finds out that the errors of high school studentsare mainly from grammatical and lexical errors. And the grammatical errors account the mostamong all the errors. These errors are mostly caused by interlingual errors and intralingualerrors. Interlingual errors are mainly caused by the negative transfer of mother tongue whichincludes language migration, cultural transfer and thinking mode of migration transfer; andhere the author mainly talks about the language migration; intralingual errors are mainlycaused because language learners make incorrect assumptions about the language, and deviate from the rules of language structure according to a limited, incomplete knowledge of targetlanguage in the process of second language learning. Learners’ overgeneralization andneglection of the target language rules, and incomplete and incorrect use of some of the ruleswill lead to the intralingual errors.At last, according to the current situation of many high school English writing teaching,the author tries to provide some suggestions and strategies for both high school teachers andstudents in English writing teaching and learning. For example, the author suggests thatteachers should help students correct the errors according to their various types of errors. Forexample, teachers can let high school students correct the errors collectively and individually,or correct them by their peers. At the same time, teachers should give the feedbacks timely,clearly and properly. In addition, students should enlarge their reading quantity andvocabulary. And they should practice their English writing skills after class. What’ more, highschool students should pay much more attention to the process of English writing. Thus theauthor hopes to offer some help for high school English writing teaching and learning. At thesame time, the author talks about the innovation and limitations of this thesis, and looksforward to the further study about the effects of teacher’s corrective feedback explicitness onsenior high school students’ modifying proficiency in English writing in the next stage.