高中學(xué)生常見(jiàn)英語(yǔ)作文錯(cuò)誤分析及其啟示.pdf

1、In the course of English learning, the errors committed by the learners are verycommon and inevitable. Writing as an important output skill, the errors in it are morevisible and intuitive. Many researches have been done

2、on the errors in EFL learners'writings. But many of them are focused on the errors in the writings of English majoror non-English major students, vocational and technical college students, orcorrespondence students. The

3、studies of the errors committed by high school studentsare not sufficient. Many researches are cross-sectional in design but not longitudinal。Based on the Contrastive Analysis, Error Analysis, Interlanguage theory, langu

4、agetransfer and language fossilization, this thesis tries to explore the common linguisticerrors in the Chinese high school students' English writings。@@　　This thesis analyzes the 150 English compositions written by 50

5、high schoolstudents (now they are in Grade Three) in a key high school in Jinhua (Each student's3 compositions were respectively chosen from the English test in the mid-termexamination when they were in Grade One, Grade

6、Two and Grade Three). Altogether1368 errors are identified and classified. The possible causes of these errors areanalyzed.and discussed. Through the analysis, the author finds that interlingual errors(mother-tongue infl

7、uence) and intralingual errors (target language causes) are themain causes. Communication strategy-based errors and induced errors are also theimportant causes. Meanwhile, from the point of high school students' English

8、learningdevelopment, longitudinal comparison and contrast are made among the errorsidentified respectively in the compositions written in Grade One, Grade Two andGrade Three by the 50 students so as to find out the simil

9、arities and differences。Through the comparison, the author finds the linguistic fossilization problems in thestudents' compositions and lists out the significant fossilizations at each languagelevel, which occur the most

10、 frequently in the compositions. And the possible causes offossilization are generally stated. Through the contrast, the author also finds out thatat the three learning stages, the amount of the errors committed by the s

11、tudents at eachlevel changes. The possible factors are learned according to the interviews to the@@ Based on the overall and longitudinal analysis of the errors committed by thestudents in their compositions, the autho

12、r acquires some implications for error itself,teachers and students. In addition, according to the current situation of Englishlanguage teaching in high school, relevant error correction methods and some Englishpedagogic

13、al suggestions are put forward. The author proposes that both teachers andstudents should attach importance to the significance of errors in English learning。And the author also provides some suggestions on language teac

14、hing (lexical,grammar and culture teaching) and writing teaching (error correction and writingteaching approach). Hopefully, the study will be of help to both the English learnersand English teachers in high schools。Key