An Investigation And Research On English Writing Errors Of Junior High School Students And Its Enlightenment To English Teaching

Writing plays one of the most important roles in conveying thoughts and feelings through language,and it is also a process of understanding the world,receiving self-awareness,and creating divergent thinking.Writing is one of the aims of English language skills and is an important component of social skills.Besides the social skills,English writing also reflects students all-round ability,which mainly includes emotional expression ability,independent thinking ability,intercultural communication ability,a variety of learning methods,effective learning strategies and innovation ability.But this is also one of the items that students tend to consider harder,get lower grades and improve even slower than other items of the examinations.And also,for teachers who teach English for many years in junior high school,English writing is an item that is not easy to teach with few teaching methods and strategies.Many researches at home and abroad show that the analysis,elaboration and evaluation of the errors in students’ English writing play a vital role in students’ English learning.As a result,the author holds the point that it is indispensable for us to elaborate the errors with students’ English writing.This thesis concentrates on three questions:1.What are the main grammatical errors in students’ English writing?2.What are the main teaching strategy problems of teaching English writing of junior high school English teachers ?3.How should we effectively address the English writing errors found in the survey among junior high school students ?The author chooses 223 students from one junior high school as the research object,starting with the analysis of students’ mid-term examination results to find the English writing errors that students have a lot in common.A total of 223 samples are collected to investigate the types of errors in students’ compositions.Subsequently,138 compositions are randomly selected from 223 students’ compositions as the final object of error analysis.Besides,204 questionnaires that are valid are used to analyze students’ attitudes towards writing errors.The reliability and validity are good,with values of 0.824 and 0.807 respectively.Finally,interview are conducted with 3 teachers and 20 students to explore countermeasures to reduce students’ writing errors.The result shows that the errors mainly concentrate on their lack of a firm grasp of the grammatical structure so as to cause students’ unclear part-of-speech recognition and chaotic sentence structure.As for teachers,teachers also have some problems in writing teaching,such as lack of guidance on children’s writing viewpoints,fixed writing tasks,and lag in writing evaluation feedback.Based on the above surveys,this thesis puts forward some effective suggestions for students’ English writing methods and teachers’ teaching strategies.For example,teachers can encourage students to read foreign newspapers or news to accumulate new words and sentences;and students do more basic grammar exercises according to teachers’ guidance;teachers can adopt a variety of evaluation methods to improve their own writing evaluation lag error,and they can also arrange writing tasks that are closer to students’ lives to mobilize students’ enthusiasm for writing and so on.