A Study And Countermeasures Of English Writing Errors Of Rural Senior High School Students Based On The Theory Of Error Analysis

Language is an important means of communication. The ultimate goal of language teaching is to cultivate language learners' abilities and skills of communication in either oral or written forms. With the global spread of English learning, Chinese students, parents and teachers pay a great attention to English learning and teaching. Meanwhile, in recent years, China has made a reformation of English teaching and English curriculum. The New English Curriculum Standards set higher demands for students in many language skills. Writing which is used frequently in real work and life occupies the pivotal position in the English learning and teaching. However, many senior high students have problems in English writing. Compared with the students in city senior high school,rural senior high students have more writing problems. The theory of Error Analysis not only provides the theoretical support but methodological guidance for studying the writing errors of the second language learners.This thesis applies the theory of Error Analysis to study the English writing errors of rural senior high school students and puts forward the following two research questions:(1) What are the common errors therural senior high school students make in their English writing?(2) What factors cause the errors? The author of this thesis collects the one hundred pieces of writing compositions as samples from two classes in a rural senior high school and finds 661 kinds of detailed errors in all. Then the author classifies the errors into different categories of errors and explores the causes of those errors. Finally, according to the five steps of the theory of Error Analysis the major findings are:(1) The common errors the rural senior high school students make can be divided into three categories: technical errors, text errors and errors in discourse;(2) The causes of errors can be summarized as inter-lingual transfer, intra-lingual transfer and other causes such as context of learning, teachers' teaching,inadequate input and personal factors.This thesis may provide some practical teaching suggestions and learning strategies for rural senior high school English teachers and students in writing. As for English teachers, they may get some inspiration for their teaching writing from the causes of errors; they make an adjustment for writing teaching. As for students, they may have a clear mind for the errors they may make in the writing, and then avoid the errors in later study and perfect their writing.