An Analysis On Verb Errors In Senior High School Students' English Writing

For most high school students,the use of verbs in English writing varies widely,which seriously affects the improvement of students'overall writing level in English.Verbs are one of the core components of English sentences but most research about verb errors mainly focuses on the writing texts of college students at present,so it is necessary to study the use of verbs in high school students'English writing to better understand the acquisition of verbs in high school students'English writing.Based on the Interlanguage theory and error analysis theory,the purpose of this study is to statistically calculate and analyze the verb errors in 225 writing samples of high school students at different English writing levels and these samples are collected from the English final exam in the 2^nd semester of senior two in a middle high school in Bazhong City,Sichuan Province.According to the types of verb errors in the Chinese Learner English Corpus?CLEC?,the corpus software Ant Cont3.23 is used for statistical analysis of verb errors in the samples,and then SPSS is used for the rate analysis and variance analysis of verb errors.Combined the results of data analysis with the results of questionnaire and the interview with students,this study attempts to answer the following three questions:1.What are the rates of verb errors in high school students'English writing?2.In terms of verb errors in English writing,is there any difference among high school students at different writing levels?If so,what are the main aspects?3.What are the factors that affect the verb errors in high school students'English writing?Through the data analysis,it is found that:Firstly,compared with the results of other scholars'research on verb errors in college students'English writing,high school students have more verb errors with a verb error rate higher than 10%in their writing.In this study,the rates of agreement errors,finite errors,set phrase errors,tense errors,non-finite errors,pattern errors are all higher than 10%while the rates of modal verb errors,voice errors and mood errors are lower than 10%.Among all verb errors,the rates of agreement errors and finite errors rank the top two,while the rates voice errors and mood errors are the lowest.Secondly,as for the rates of verb errors of students at different writing levels in English writing,the differences in agreement errors,finite errors,non-finite errors,pattern errors and voice errors are obvious while the differences in set phrase errors,tense errors,modal errors and mood errors are not significantly different.Thirdly,based on interlanguage theory,error analysis theory and the results of questionnaire and the interview with students,it is found that the causes of verb errors are mainly divided into the following five aspects:Interlingual transfer,Intralingual transfer,Students'emotional attitude towards writing,Students'writing learning strategies and students'knowledge level.Moreover,it is found that agreement errors with the highest rate in high school students'writing are greatly affected by their mother tongue.Finally,the author puts forward targeted teaching suggestions based on this research and it is expected that this will reduce the student's error rate in English writing and further promote the improvement of students'English writing level.