An Application Study Of Error Analysis Theory In High School Grammar Teaching

Language learners’ grammar errors are one of the most frequent language output errors that teachers definitely meet in teaching. These errors obstruct learners’ acquisition of relevant language to a great extent. They are also the significant reference for teachers to adopt and adjust grammar teaching methods. Based on error analysis theory and relevant theories, this thesis analyzes high school students’ grammar errors and investigates teachers’ grammar teaching methods by observing grammar teaching in high school English class, collecting students’ grammar errors in writing and interviewing English teachers. Reviewing teachers’ grammar teaching methods after analyzing and classifying students’ grammar errors, this thesis analyzes the pros and cons of different grammar teaching methods and search for the grammar teaching method with high efficiency to decrease students’ grammar errors.Error analysis theory takes learners as the center of the study by analyzing learners’ errors to explore the process of second language acquisition. It contributes enormously to enhancing language learners’ position, and errors are no more treated as the “deficient language forms”. Making errors is a way to study languages, which is unavoidable. Based on the errors, the learners can check their hypothesis to the nature of the target language. By analyzing the errors, teachers are able to have a clear picture about which stage the students are in during the process approaching to the target language and how many contents left are still needed to learn. Teachers can select and adjust their grammar teaching methods and strategies while knowing students’ learning strategies and steps. Therefore, error analysis theory has significant practical value and function in language teaching activities.This thesis mainly takes qualitative analysis to explore the grammar teaching models with high efficiency and practicability by classifying and analyzing the reasons of learners’ grammar errors as well as teachers’ attitudes towards grammar errors and teaching methods. The result of analysis manifests that there are two main categories of students’ grammar errors: interlingual errors and intralingual errors, and each category contains lexical errors and syntactic errors. Classroom observation and interview indicate that although teachers’ views towards grammar errors are basically of no difference, their methods to teach grammar are quite different. Some teachers take grammar as the core of the whole English teaching and weaken the content of the text. Some teachers take grammar as significant as the text. Some teachers focus on the text in the earlier half period of high school and weaken grammar, which is to be taught systematically as the key point in the later half period. On the question of how to correct errors and teach grammar, the teachers’ views are also various.The result of the research indicates that for high school students’ grammar errors, measures to improve grammar teaching methods should be explored with great efforts. Based on the foundation of helping learners accumulate a large number of language materials in the earlier period of high school, the grammar knowledge is to be taught in the later period systematically so that the purpose of reducing students’ grammar errors and enhancing grammar teaching efficiency can be reached.