Error Analysis And Error Correction Strategy In English Writing Of Senior High School Students

English writing can reflect the comprehensive qualities of language. It is the most difficult skill in the four basic skills of listening, speaking, reading and writing. Because it requires the students not only to have solid basic knowledge of the language, but also to have the flexibility in the use of language, and the ability to organize text and evaluate things.Students are likely to make mistakes in the process of language output, especially in English writing. Although both teachers and students try to avoid errors in the process of practical teaching and learning, the current situation of high school English writing is still not optimistic. Therefore, it is of great theoretical and practical meaning to study the error reasons and correction strategies.This paper chooses the students of grade two in the First High School of She County as the subjects and uses students’ writing papers in a monthly exam as the corpus, and studies the following questions:1. What are the errors in students’ English writings?2. What are the reasons for these errors?3. What are the error correction strategies and the pedagogical implications?The author used James’ s theory to classify the error levels, and generalized the errors in students’ writing into three levels, the substance errors, the text errors and the discourse errors. Research showed that text errors in grammar and vocabulary are quite obvious for high school students in English writing. The author based on the Contrastive Analysis and Error Analysis, and the analysis of error types and questionnaires, argued that inter-lingual transfer and intra-lingual transfer are the main causes of the errors. In the end of this paper, the author also discusses some of the implications for the teaching and learning of English Writing.