An Analysis Of Grammatical Errors In English Writing For Junior School Students And A Survey About Attitudes To Teachers

As for English learning itself, it is a hard thing. Learners in the process of learning English can make all kinds of errors, because any error is inevitable. English composition is one of the output forms of the English language, and error form is complicated, which is the most obvious. But it is more convenient for researchers to analyze. This paper is up to the error analysis theory. For 110 English compositions from Class 11,12 Grade 9, the author has carried on the error analysis in Henan Jiaozuo 17 middle school. English composition test from junior middle school of Henan province "instructions and detection, part ii", students finish the writing task in the same conditions. The author to collect 222 errors in 110 compositions, classification, attribution analysis, and to investigate the ninth grade all the English teachers’attitude towards English writing mistakes, find out that the main cause of error is grammar concept of fuzzy, all kinds of grammatical rules in the one-sided or generalization, native language effect, and mental tension and some other reasons. The classroom teacher for the overall error is understandable and acceptable, but I can’t accept the lexical errors in grammar, the main reason is the teachers often explain a lot of grammar knowledge, but it is so hard for the students to grasp, which is the failure of the teachers, and these students’ performance didn’t reach the expected value of teachers, so the teachers are difficult to accept these errors. To this, the author wants to share several opinions:English learning to science, the relationship between the times of teachers’ explanation and students’ learning effect is not direct proportional, Interest is the first teacher for the students, Grammar knowledge to systematic, networking, structured, the relationship between teachers and students to harmonization.