A Study Of Application Research Of Error Analysis Theory In English Grammar Teaching In Senior High School Based On The Corpus

On the NPC and CPPCC in 2021,the education specialists emphasized the significance of English study in junior high school once again.And the English grammar plays an essential part in improving students’ English grades.Attributive clause is one of the most crucial and difficult points in senior high school English grammar.The study show that the attributive clause has come out in the Gao Kao for three years(Xu Shaoxia,Zhou Guirong,2020),which reflects the significance of attributive clause.Meanwhile,the attributive clause is undoubtedly more complex.In addition,the grammatical rules of attributive clause are full of diversity.Faced with such difficult attributive clause,high school students often make errors,which gradually reduce their enthusiasm about learning attributive clause and they fail to improve the grades.In 1967,Coder officially proposed the theory of error analysis.The error analysis aims to analyze the types and reasons of students’ errors,and then correct the errors to promote their grades.Therefore,the paper decides to apply the error analysis method to the high school English teaching and to study the influence of error analysis on English grammar teaching of senior high school.The research questions in the paper include: 1.What are the types of students’ errors of attributive clause? 2.What are the reasons of students’ errors of attributive clause? 3.Does the error analysis method make a difference to students’ attributive clause?There are 102 students from a senior high school(Grade 1)in Harbin selected as the research subjects.Class 2 is the experimental class with the method of error analysis while Class 6 is the control class with the method of tradition teaching approach,and the research lasted for 8 weeks.In addition,quantitative and qualitative approaches were used in the process of the study.Quantitative methods include a questionnaire and two attributive clause tests,Prior to the test,the paper collected the pre-test content of the research subjects as the text and input it into the computer to form a small corpus,and then the test data was analyzed by SPSS.The paper used the interview method as a qualitative research.After the test,the author selected the similar level students to interview.The research results from corpus tools show that the common errors in the attributive clause of high school students mainly include: improper usage of relative words;errors not only within clauses but in the relationship between the main clauses and subordinate clauses.In addition,the questionnaire and interview results show that the main reasons of the errors in the attributive clause include language transfer and the learning subjects.Finally,the data analysis from the attributive clause test show that the error analysis method can improve high school students’ grades of attributive clause.In summary,the paper concluded that using error analysis in teaching attributive clause can help high school students improve their grades of attributive clause.At the same time,the paper put up with teaching suggestions accordingly.Besides,the paper also has made some contributions to the follow-up researches on English teaching,to some extent.