高三学生英语写作错误分析及其启示-学科教学(英语)专业论文.docxVIP

I ABSTRACT English writing, as an important way of output, plays an indispensable role in language learning. However, both teachers and students of senior school find it is a difficult task. The overall situation of English writing is not so bright, for one thing, there are various errors in students’ compositions caused by different factors; for another thing, teachers feel it is a headache thing to teaching writing. Moreover, teachers spend a lot of time in correcting the errors which students make in their writing, but they find the way makes little effect. Therefore, studying writing errors of students become more and more important and necessary. Error analysis is developed after contrastive analysis lost its influence. Many researchers have shown great interest in the errors of learners as researchers shift their attention from the teaching process to the learner and learning process. They believed that errors can often indicate learners’ internal system of interlanguage, through which they can know the learning process of learners, and can deepen their understanding and recognition of foreign language teaching and second language teaching. Error analysis plays an important role in English learning and teaching. It can help teachers find the rules of English teaching and improve their English writing teaching. This study is based on the theories of contrastive analysis, error analysis and Interlanguage, as well as related theory of task-based writing teaching. By quantitative and qualitative analysis methods, the author found the types of errors which senior three students made in their compositions, and the problems in English writing teaching and learning, then analyzed the causes of errors and provides countermeasures to solve learners’ problems. Finally, based on former analysis, the author gave some implications for English learning and English writing teaching.  Former researches on writing focused on how to teach writing skills and foster students’ wri