Typical Grammatical Errors Made By Rural Junior Middle School Students In English Writing:Analysis And Countermeasures

English writing is one of the five basic skills in the process of English learning and the importance of English writing is self-evident.Students’ language ability can be demonstrated through English writing.However,Chinese middle school students do not have a good language environment for English learning,especially in the rural areas of China,and also there is still a big gap between rural areas and urban areas in terms of teachers and educational conditions.The students in the rural areas easily have problems in grammar in the process of learning English writing.Based on this situation,this study,under the guidance of Error Analysis theory and Interlanguage theory,understands the teaching status of English writing in rural junior high schools through oral interviews,and analyzes the last part in the 2021 spring final examination paper of a rural junior high school in Yilong County,Sichuan Province,the written expression as a sample,so as to collect and classify the grammatical errors(typical grammatical errors)that occur more frequently in English writing of rural junior high school students,which focuses on the following three questions: First,what are the typical lexical errors and typical syntactic errors that occur in the English writing of rural junior high school students? Second,what causes these typical grammatical errors in the English writing of rural junior high school students? Third,what are the strategies for improving these typical grammatical errors in students’ writing?The research results show that the typical grammatical errors of rural junior high school students are mainly concentrated in vocabulary and syntax.Students have a weak foundation in vocabulary,with more mistakes in the use of verbs,nouns,articles and pronouns,and are prone to errors in many aspects such as misuse,superfluousness and omission of words.Secondly,in terms of syntax,there are problems such as component defects,Chinese English and word order.Combined with the existing literature,it is found that students’ grammar problems are mainly rooted in Interlingual Transfer and Intralingual Transfer between Chinese and English.At the same time,after analysis,it is found that there are also differences in English writing errors between different grades.Eighth-grade students have fewer writing problems than seventh-grade students;in eighth and ninth grades,students’ errors are more balanced.Aiming at the typical grammatical errors of rural junior high school students,this paper proposes to improve vocabulary teaching and attach importance to the input of word chunks;take reading input as the core to drive writing learning;strengthen writing training to guide students’ writing attitude.Finally,based on the research results and the teaching of English writing in junior high schools and the learning status of students,some targeted suggestions and measures are proposed.The research is based on English teaching in rural areas,which has certain theoretical and practical significance,and plays a positive role in promoting the cultivation and development of the core literacy of English subject for rural junior high school students.It is hoped that this research can inspire English teachers in rural front-line junior high schools,and then improve the teaching level of English writing in rural areas.