A Study Of The Analysis Of Grammatical Errors In Senior High School Students' English Writing And The Instructional Strategies

The English writing plays an important role in English learning in Senior High School.However,it is found that there are a large amount of grammatical errors in the students' English writing in the actual teaching.The study aims to analyze the types and sources of the grammatical errors in the students' writing in Senior High School and to find proper instructional strategies which can improve the accuracy in Senior High School students' English writing.The theoretical foundations are error analysis promoted by Corder(1967)and interlanguage put forward by Selinker(1969).Among them,error analysis mainly involves the classification,the source and five steps of error analysis.Interlanguage mainly involves the characteristics of language and the cognitive procedure of language errors.The study aims to answer three research questions.(1)What types of grammatical errors do Senior High School Students make in their English writing?(2)What are the sources of those types of grammatical errors in Senior High School?(3)What effects do the multiple instructional strategies have on the accuracy in Senior High School students' English writing?The study mainly chooses two classes in Grade Two in a Senior High School in Anshan,Liaoning Province to carry out a teaching experiment.The teaching experiment lasts for 16 weeks.Each class has 45 students.The control class is taught with the conventional instructional strategies and the experiment class is taught with the new instructional strategies.In addition,this study applies questionnaires,pre-test,post-test and interview as the research instruments.All the data are analyzed in the SPSS 22.0.The study shows that there are chiefly five common types of grammatical errors in the students' English writing in Senior High School.They are noun errors,preposition errors,adjective and adverb errors,verb errors and clause errors.The sources of those grammatical errors are primarily competence errors and the linguistic errors and the surface structure errors.On the basis of error analysis,the study mainly uses three instructional strategies,including providing multiple native language input,mobilizing students to correct grammatical errors in group activities and using self-learning to strengthen the recognition and correction of grammatical errors.After applying the multiple instructional strategies,it is found that the students from the two classes have significant change because the number of the grammatical errors in the students' writing in the experiment class is reduced obviously.Thus,we can conclude that the multiple instructional strategies have a positive influence on the accuracy in Senior High School students' English writing.