A Study Of English Writing Strategies And Errors Of Minority Students In Grade Eleven

In the context of globalization,English has become increasingly important as an international language.Among the four skills of listening,speaking,reading and writing,English writing is a comprehensive language skill that can reflect the learners' language ability comprehensively.However,during the four-month teaching internship,the author found that the English writing achievement of minority students was not good.Therefore,based on Pit Corder's error analysis theory and Oxford's learning strategy theory,the author conducted a study by using qualitative and quantitative research methods to explore the English writing strategies and writing errors by the high school minority students in Yunnan Province.The author took Luyuan High School of Honghe Prefecture as the research site and chose 110 minority students from Grade Eleven as the research subjects.The author analyzed the questionnaire data by using SPSS23.0 software and got four main findings as follows: Firstly,meta-cognitive strategy is the least-frequently used and memory strategy is the most frequently used by these students.In addition,memory strategy has a significant effect on English writing achievement while meta-cognitive strategy has no impact on English writing achievement.In addition,affective strategy and cognitive strategy both have moderate impact on writing achievement of these students.Secondly,there are four main types of errors in students' English compositions,namely,syntactic errors,lexical errors,entity errors and discourse errors.Among these four categories,lexical errors are the mostly-occurred errors and discourse errors are the least-occurred in these writings.Thirdly,these errors made by students in Grade Eleven can be categorized into three major groups of causes: interlingual transfer,intralingual transfer and other causes.In the end,the author put forward some teaching suggestions on English writing in high schools,hoping that this research can provide a reference for English writing teaching of ethnic students in ethnic areas of China.