A Research On Error Analysis Of English Writing For Senior High School Students And Its Suggestions

In high school English teaching,teachers often encounter all kinds of mistakes when correcting students' compositions.No matter how much efforts teachers and students make,it seems impossible to avoid mistakes completely.Language error is an inevitable phenomenon in the process of language output,and the idea that"mistakes must be corrected" in traditional teaching methods is a goal that is hard to attain in teaching practice.Therefore,it is highly anticipated that writing teaching could improve students' writing ability.In this aspect,the author studied 237 effective sample compositions written by students from six classes in a high school in Yanji.Meanwhile,249 students were investigated by questionnaire,and 12 students as well as 2 teachers were interviewed based on an outline.Then,this thesis reaches two conclusions by analyzing the mistakes in students' writing and possible reasons that lead to the mistakes.First,there are mainly four types of mistakes in high school students' writing,that of the vocabulary,grammar,discourse and method.Second,many reasons could be found for the existence of mistakes in high school English writing,from the dimension of students and teachers.To be specific,those are interlingual transfer,intralingual transfer,cognitive strategies,emotional attitude,language environment and teaching method.Through the above sample analysis,student interview,teacher interview and questionnaire survey,it is found that there are four types of errors in English writing in high school,and the reasons include both the student dimension and the teacher dimension.However,the error type and the reasons are clear,which will undoubtedly provide important enlightenment for the future teaching reform and optimization.Based on the above conclusions,the author gives 5 suggestions to the teachers.