A Study On Non-predicate Verbs Errors In English Practical Writings Of Senior High School Students Based On Self-built Corpus

As one of the basic skills students should master,English writing is a comprehensive reflection of students’ language and thinking ability,and it is also an important but the most difficult part in the process of English learning.The English practical writing is a language output process that integrates English language knowledge and thinking,which has strong practicality and application.As one of the important means to examine students’ comprehensive language ability,English practical writing is an important content in English teaching in senior high schools.General High School English Curriculum Standards（2017 edition,revised in2020）proposed the specific requirements for writing ability of the College Entrance Examination are as follows: to be able to describe characteristics of person or thing and explain concept;can choose vocabulary and grammatical structure in the process of expression to express meaning accurately,reflect the logical relevance of meaning;can use multimodal discourse resources to achieve special expression effect.However,high school students’ writing scores are relatively low,and in English writing teaching,some teachers often do not set up special writing courses for students to train writing.Based on Corder’s error analysis theory,guided by output theory and corpus linguistics,this paper analyzes the non-predicate verbs errors in senior high school students’ English practical writing by taking 450 samples from the third mock test of a senior high school in Hohhot.This study solves the following three research questions:1.What are the types of common non-predicate verbs errors and their frequency distribution in high school students’ English practical writing?2.Are there any significant differences in the frequency of nonpredicate verbs errors among high,middle and low writing proficiency groups in high school students’ English practical writing?3.What are the reasons for non-predicate verbs errors in senior high school students’ English practical writings?Based on the error analysis theory,output theory and corpus linguistics,this paper adopts the methods of data statistics,corpus and teacher interview to analyze the errors of non-predicate verbs in high school students’ English practical writings.The findings are as follows:first,there are ten types of common errors of non-predicate verbs in senior high school students’ English practical writing,among which the three types of errors with the highest frequency are: using errors in nonpredicate;the confusion between predicate verbs and non-predicate verbs and spelling errors of non-predicate verbs.Second,through one-way analysis of variance in SPSS,it is found that there are significant differences in the frequency of non-predicate verb errors in English practical writing among high,middle and low writing levels students（F（2,447）= 25.024,p < 0.05）.Third,the main factors of non-predicate verb errors include interlingual transfer,intralingual transfer,induced errors,negative effects of product approach,etc.Finally,according to the research results,the author puts forward teaching suggestions on strengthening students’ reading input,improving the interest of the grammar teaching of non-predicate verbs etc.,so as to improve the teaching and learning effect of English practical writing.