A Study On High School Students' Errors In The Use Of English Attributes

Attributes not only play an important role in semantic expression,but also have a high frequency of use and are very active in both English and Chinese.However,because English and Chinese belong to different language families,attributes have similarities and differences in English and Chinese,especially in grammatical units and the positions.It is these differences that make it difficult for high school students to acquire English attributes.For a long period,some scholars at home and abroad have used the theory of contrastive analysis to explain the similarities and differences in the attribute use of the first language and the target language through comparison.Some scholars have also analyzed the learner's errors and their causes in the process of acquiring the second language from the perspective of error analysis so that we understand the rules of second language acquisition and enrich the teaching theory of the second language.Some scholars use interlanguage theory to explain errors in the process of second language acquisition.Although the above studies have done different research and analysis on English attributes from different perspectives,yet few effective teaching strategies have been put forward to reduce and avoid various errors in using English attribute in high schools from the perspective of teaching practice.Starting from the actual and present teaching practice of English attributes for high school students,this study makes a systematic comparison between English and Chinese attributes on the premise of summarizing the research achievements of language experts,finds out the similarities and differences between the two languages by means of comparative analysis so that the paper sums up the types of errors made by high school students in the process of acquiring English attributes and analyses their causes,aiming at improving the English attribute teaching in high school.In this study,the following questions are mainly studied:(1)What are the common errors in the use of English attributes by high school students?(2)What are the main reasons for high school students' errors in using English attributes?(3)What are the effective teaching strategies to promote the correct use of English attributes by high school students?The subjects of this study are the students in Grade Two in Qingzhou Experimental High School in Shang Dong Province.Contrasts of English-Chinese attributes in grammatical units and positions undoubtedly have important theoretical guiding significance for the analysis of students' attributive errors.By collecting the writing examples on High School English Composition Network and analyzing the compositions of the students about the use of English attributes among the students,the researcher found that:(1)the common errors in the use of attributes by high school students are wrong locations between attributes and headwords,errors of ordering in multiple pre-attributives,errors when verbs act as attributes,errors in attributive clauses.(2)with regard to the causes of attributive errors,it is difficult to ascertain that a particular error is caused by one or more specific reasons.To solve this problem,the study designs an interview with 12 students and a questionnaire in Grade Two.High school students' errors in attribute use are mainly caused by negative transfer of mother tongue,generalization of target language knowledge,ignorance and inaccurate mastery of attributive grammar rules,inappropriate learning strategies,insufficient interest and motivation in learning and so on.The above findings provide some suggestions for teaching English attributes effectively:(1)paying attention to the correction and guidance of attributive errors through English-Chinese comparative teaching;(2)implementing remedial teaching to improve the enthusiasm and interest of low achievers in learning English;(3)understanding Chinese and English attributive rules and imparting authentic expression skills;(4)promoting cooperative teaching to let students learn to summarize what they learned;(5)enlivening the classroom atmosphere and creating a relaxing and pleasant learning environment;(6)integrating grammar teaching into daily teaching and circulating explanation and review of grammar.Finally,the author concludes the findings of this study,research limitations and future suggestions.