A Study On The English Writing Errors Of Junior High School Students And Its Instructional Implications

The English ability mainly includes four aspects: listening,speaking,reading and writing.English learning and English tests are designed from these four dimensions.All these four aspects run through our basic English education.From the cognitive point of view,language learning is divided into input and output.The language input is the basis,which is a test and consolidation for the input.Both writing and speaking belong to the output,but compared with the output of spoken language,the output of writing is more stable,which provides a very good mirror for us to observe the language learning situation of students.In the four skills,the research on writing is relatively easy to be ignored by teachers and scholars.This kind of situation appears both in the English class and in the score-setting in the exam.In the English class,there is only very limited time for writing and most of the homework is often occupied by the words,reading,grammar.In the senior high school entrance examination,compared with the 20 scores for listening and 40 scores for reading,the writing merely takes 15 scores.Writing,as an application and detection of language learning,plays a very important role in improving students’ English learning.It is necessary to objectively study the status of the students in junior high school.This paper mainly takes both the theoretical study and empirical study,of which the empirical research is in a dominant position.In this research the samples are all from a middle school in the town in Rizhao.There are 100 students in the two classes.In this paper the author intends to collect some students’ writing samples,analyze the errors,and find out the cruxes of the students’ English writing errors.Also,in order to find out what’s the students English writing condition,the questionnaire design is divided into several parts which consists of the awareness of English writing’s importance,the frequency of English writing,the steps and strategies of writing as well as the advice from students.The main theories about this paper are the transfer theory,contrastive analysis theory,error analysis theory and inter-language theory.By collecting the and analyze the statistics,the result shows that :(1)The main errors in the writing are the local errors,especially the verb errors and the spelling errors.(2)The percentage of punctuation error taking is particularly high which is usually ignored in the English teaching.(3)The global errors take only 10.85%,far less than the local errors.(4)The intrinsic motivation of most students has not been stimulated.At last,the implications from this study are as follows: First,teachers should solve the problem of lack of interest.Second,according to the errors committed by the students in vocabulary and grammar,English teachers should take some measures to teach the students how to memorize the English words efficiently,at the same time pay more attention to helping the students build the grammar framework.Third,the teachers should encourage students to take extensive reading practice.Fourth,teachers should have a objective attitude toward errors,take them as inevitable steps of English learning and encourage students to write regularly.