Application Research Of Error Analysis Theory In English Writing Teaching In Senior Middle School

English writing is an important criterion for testing students' comprehensive English language ability,and it is also one of the four skills that teachers need to pay attention to.Among the four language skills,mastering how to write an English composition is the most difficult for students.And the value of English writing in the college entrance examination is enough to attract the attention of teachers and high school students.However,the current status of high school English writing is not satisfactory.Most of the high school students' English writings have the following problems,such as inappropriate vocabulary selection and use,unreasonable sentence expression,weak text organization ability,lack of contextual connection and connection of connected words.Therefore,what kind of teaching methods can promote the improvement of English writing of high school students has become an urgent problem for English teachers nowadays.In order to innovate the traditional English writing teaching mode and improve students' English writing ability,this thesis applies the error analysis theory to high school English writing teaching,from the definition of errors and mistakes,the classification of errors,the steps of error analysis and related theoretical foundations,such as contrasting analysis theory and interlanguage theory.Through the establishment of corpus to find out what kind of errors the high school students often have in English writing,and analyze them to find the causes of various errors,and propose effective error correction strategy.It will change the attitude of teachers and students towards errors.This thesis takes 94 high school students from Harbin No.1 Middle School as the research object.The second class in the third grade is the experimental class.The author applies the error analysis teaching method to guide English writing.That is,every time the students finish writing,the teacher should use the error analysis method in English writing teaching;the fifth grade in the third grade is the control class.The author adopts the traditional teaching method,that is,the teacher only reviews the score and lets the students recite the excellent template without follow-up counseling.The research of this thesis lasts for four months.The author will take the first monthly test of the third grade and the last monthly test of the English test as the pre-test and post-test.The test questions are all letter writing.The author will conduct statistical analysis and comparative analysis on the types of errors and frequency of occurrence of English writing students before and after the test,and prove that applying the error analysis theory to high school English teaching can effectively improve the errors students make in English writing.The ability to write in English has also improved.