A Study On Verb Errors Analysis And Solutions In Senior High School English Writing

Writing is an important part of English teaching.The level of writing ability reflects whether students’ language skills are solid and whether their language application ability is up to standard.In the academic proficiency test and college entrance examination,the writing part aims to examine students’ writing fluency,appropriateness and accuracy.Many teachers find that many senior high school students make different types of errors repeatedly in their English writing,especially verb errors.These errors not only reduce the accuracy of writing expression,but also reflect the problems in writing teaching.Therefore,it is necessary to systematically analyze and study the verb errors in senior high school students’ English writing in order to improve the quality of writing teaching.Based on the theories of error analysis and language transfer,this study focuses on the types and factors of verb errors in English writing by collecting and analyzing the English writing texts of senior three students in a school in Qinhuangdao,conducting questionnaires and interviews with teachers,and on this basis,puts forward targeted and feasible solutions to improve writing teaching.This study aims to answer the following three questions:(1)What are the common types of verb errors in senior high school students’ English writing?(2)What are the factors for these verb errors?(3)How to reduce verb errors and improve writing teaching?This study draws the following conclusions:(1)There are nine common verb errors in senior high school students’ English writing: non-finite,verb absence/redundancy,Chinglish,verb spelling,set phrase,voice,agreement,modal and tense.(2)There are five factors for students’ verb errors: interlingual transfer;intralingual transfer;negative emotion and attitude;insufficient language knowledge reserve;lack of inspection of error correction and writing training.(3)Teachers can take the following measures: improving the effect of English-Chinese contrastive teaching,so as to avoid errors caused by interlingual transfer more effectively;strengthening students’ memory of English language rules,so as to avoid errors caused by intralingual transfer more effectively;guiding students to actively study writing,so as to reduce errors caused by emotion and attitude factors;cultivating students’ ability to understand and use verbs,so as to reduce errors caused by language knowledge reserve factors;adhering to the examination and evaluation of error correction,so as to reduce errors caused by being lack of the inspection of error correction and writing training.