| The continuation task has been adopted as a new English writing test form in the College Entrance Examination since the CEE reform.Although the teaching of English continuation writing has been carried out in many provinces after Zhejiang Province,the situation of students’ writing of this type is not satisfactory.To solve the problem,English teachers can focus on the common errors in students’ compositions of continuation writing.Therefore,it is necessary to combine the theory to study the errors in students’ compositions of this type.Based on the theory of Error Analysis,the research,taking 302 students’ compositions of continuation task as texts and following Corder’s “Five Steps” of Error Analysis,probes into two questions: 1)What is the overall situation of the errors of senior high students in their English compositions of continuation writing? 2)Are there any significant differences in the errors in senior high student’s English compositions of continuation writing among high-level,middle-level and low-level learners? If so,what are they?If not,why? To further explore the reasons,the author randomly selected 24 students,8 from each level,and 3 teachers to conduct interviews.The results show that: 1)There are 7816 errors in the 302 compositions,of which 1304（16.68%）belong to lexical errors;3097（39.62%）to grammar and syntax errors;and 3415（43.70%）to lexical errors,amounting top.2)In terms of total frequency of errors,the differences between high-level group and middle-level group（p =.005）,high-level group and low-level group（p =.000）,middle-level group and low-level group（p =.000）reach a significant level.In terms of the frequency of lexical errors and grammar and syntax errors,the differences between groups reach a significant level.In terms of the frequency of discourse errors,the difference between high-level group and middle-level group（p =.734）doesn’t reach a significant level,but the difference between high-level group and low-level group（p =.000）,middle-level group and low-level group（p =.000）reach a significant level.Based on the results,the author proposes the corresponding suggestions.First,teachers are supposed to increase the frequency with which students notice the differences between printed and handwriting styles,providing suitable writing optimization solutions for students in different level.Second,teachers are expected to enhance students’ self-aliment consciousness in grammar and syntax,providing model languages within the nearest developmental zone for students in different level.Third,teachers are due to improve students’ explicit logical awareness of English texts,enhancing students’ perception of the task of continuation writing. |
