A Corpus-based Errors Analysis Of Senior High School English Writings

Senior high school English is an important part of senior high school teaching,especially English writing.It plays a very important part in English learning.According to the Ordinary Middle School English Curriculum Standards,it is proposed nine criteria.Among them,the eight standards must be achieved by senior high school graduates.The specific requirement in writing is to enable students to write intact and structured essays.However,the writing score of senior high school students is still low,and the school often did not set up a special writing class for students to write training in English writing teaching.In recent years,researchers at home and abroad are trying to find the source of writing errors and writing teaching strategies through the corpus method of student writing errors for error analysis.The questions of the study : 1)What are common errors of senior high school students in English writing? 2)Are the errors of senior high school students in different grades the same?3)What are the main reasons for writing errors? In order to solve these three problems,based on the theory of error analysis and inter-language,this paper uses the methods of data statistics,questionnaires and corpus methods to carry out investigation and study on the errors of students' current writing and analyze the various types of errors in their writing.This paper analyzes the composition of students in three grades of Zhangzhou No.3 Senior High School.There are 100 copies in each grade to analyze,a total of 300 copies.The author analyzes the writing corpus and synthesizes the questionnaire through self-built corpus,and analyzes and discusses the causes of these errors.One of the goals of this study is to help teachers find strategies and methods of writing teaching to improve students' writing skills.This study was analyzed and compared by corpus and SPSS software.The results of this study are as follows: 1)Students' writing errors mainly focus on the errors of nouns,verbs phrases errors,collocation errors,syntactic errors and noun phrase errors.The errors in the writing of different grades are roughly the same,but the total number of student errors in the higher grades is significantly reduced and the errors in terms of words,verbs,nouns,etc.are reduced;2)In general,the senior two student's mistakes are significantly lower than the seniorone;and in the high school to three years,the mistakes are gradually stabilized;3)the main reasons that have learned for the error there are two points through the collection of corpus with inter-lingual errors and inter-language errors in two aspects of the error analysis :First,in the process of learning the target language,due to the negative transfer of native language grammar rules,which leads to students' learning language when the language often appear grammatical errors.Second,the students lack of knowledge of the target language,such as over-generalization or neglect of the rules,lack of understanding of the concept,which will lead to students writing's errors.This study further proves that the use of corpus method can help teachers understand the writing errors of students,and can understand the causes of students' writing errors through error analysis,and further predict the errors that students may appear to find suitable writing teaching methods and strategies.This article provides teachers with some writing suggestions,strengthening the writing guidance and writing skills,and improving the students' writing enthusiasm through the error analysis.