【英语教育专业毕业论文】错误分析理论在初中英语写作教学中的应用.docx

编号:
XXXX大学
本科毕业设计（论文）
论文题目错误分析理论在初中英语写作教学中的应用
The Application of the Error Analysis Theory in Junior School English Writing Teaching and Learning
专 业 英语教育
姓 名
学 号
指导教师
错误分析理论在初中英语写作教学中的
应用
摘要：写作可以反映出语言学习者的综合能力。在英语写作过程中，学生经常会 出现各种各样的错误。老师和学生也一直致力减少写作中的错误并提高英语写作 能力。所以，本文应用了错误分析理论，帮助学生减少或者避免写作中错误，从 而提高初中生的英语写作水平。
本文总共有六个部分。首先，阐述研究的背景，目的及应用错误分析理论 的意义。第二章简述错误分析理论的定义，有关研究，及错误分析的步骤。第三 章对初中英语写作中常出现的错误进行分类分析。第四部总结并分析错误的原 因。第五部分提出相应的教学建议，从而提高初中生的英语写作水平。最后一部 分得出总结，强调初中生在英语写作的错误，不一定都是不好的，相反，老师可 以利用这些错误资源，有效地改进教学方法并提高教学效率。
关键词：错误分析理论；初中英语；写作教学
The Application of the Error Analysis Theory in Junior
School English Writing Teaching and Learning
Abstract: Writing can reflect the comprehensive ability of language learners. In the process of English writing, students often make all kinds of errors when they write compositions. Teachers and students have also been strived to reducing errors in writing and improving their English writing skills. Therefore, this article applies Error Analysis Theory to help students reduce or avoid errors in writing and to improve the English writing level of junior high school students.
There are six parts in this article. First, the research background, purpose, and significance of applying Error Analysis Theory are described. The second chapter introduces the definition of Error Analysis Theory, related research and the steps of error analysis. Chapter Three analyzes the errors that often occur in English writing in junior school. The fourth part summarizes and analyzes the causes of errors. The fifth part puts forward corresponding teaching suggestions to improve the English writing level of junior high school students. The final part draws a summary, emphasizing that junior high school students' errors in English writing are not necessarily bad. On the contrary, teachers can use these wrong resources to effectively improve teaching methods and improve teaching efficiency.
Key words: error analysis theory, Junior School English, writing teaching and learning
Contents
1. Introduction 1
2. Literature Review 2
2.1 The Definition of Error Analysis Theory 2
2.2 Researches on Error Analysis Theory Abroad and at Home 2
2.3 The Procedure of Error Analysis 4
3. Classification of the Errors in Junior School English Writing 6
3.1 Lexical Errors 6
3.1.1 Error in Verb 6
3.1.2 Error in Noun 7
3.1.3 Error in Article 7
3.1.4 Error in Preposition 7
3.1.5 Error in Pronoun 8
3.1.6 Error in Adjective & Adverb 8
3.2 Grammatical Errors 8
3.2.1 Tense Errors 9
3.2.2 Subject-predicate Agreement Errors 9
3.2.3 Sentence Structure Errors 10
3.3 Discourse Errors 11
3.3.1 Conjunction Errors 11
3.3.2 Textual Structure Errors 11
4. Causes of the Errors in Junior School English Writing 13
4.1 Interlingual Transfer 13
4.1.1 Lexical Transfer 13
4.1.2 Grammatical Transfer 14
4.1.3 Cultural Transfer 14
4.2 Intralingual Transfer 15
4.2.1 Overgeneralization 15
4.2.2 Ignorance of Rule Restriction 15
4.2.3 Incomplete Application of Rules 16
4.3 Learning Environment 16
5. Suggestions for Junior School English Writing Teaching 17
5.1 Enhancing English Language Input to Strengthen Writing Ability 17
5.2 Strengthening Basic Writing Training to Improve Writing Skills 17
5.3 Adopting Different Error Correction Methods to Improve Students9 Error
Correction Ability 18
5.4 Strengthening English Language Thinking to Overcome the Interference from
Mother Tongue 19
6. Conclusion 21
Bibliography 22
Acknowledgements 23
1. Introduction
Writing is difficult for most English learners. English writing often fails to meet the standards of our new curriculum reform. Most Chinese English beginners, especially junior high school students who are new to writing practice, are afraid of writing in English. In most cases, students write essays just to cope with homework assigned by the teacher. The composition cannot grasp the main points of the information and the idea is unclear, lacking of vocabulary and coherence, simple writing patterns. Grammar errors are even more difficult. When teacher review the compositions, most of them just rate the compositions or simply indicate grammatical errors. There is no targeted analysis of students' errors. In this way, students just simply know their own composition level without changing to improve their writing skills, which is more likely to discourage students9 interest and enthusiasm fbr writing.
By collecting and analyzing errors in the compositions, teachers can take effective teaching activities, and students5 writing ability will also be improved. From a teacher's perspective, this article helps teachers understand the common errors, types of errors, and the causes of these errors in junior middle school students9 English compositions. They can understand the areas where students need to be strengthened. In this way, teacher can work out and revise their teaching plans and carry out the targeted teaching. From a student's perspective, this article helps students understand where they often make errors, and then conducts intensive exercises in these areas, so that they can actively and consciously avoid such errors in writing.
By applying Error Analysis Theory to writing teaching, students can learn how to solve problems in the learning process and become an active learner.（戴炜栋，束定
2. Literature Review
2.1 The Definition of Error Analysis Theory
Error analysis is a comprehensive and systematic analysis of the errors made by learners in the process of learning foreign languages, exploring and studying the nature and causes of the language errors, thereby preventing or reducing the process of language errors.（何祥金，罗水莲）This method is generally used in second language acquisition.
Therefore, teachers can also use this method in English writing teaching. Firstly, teacher analyze learners5 errors, then classify and find out the reasons of these errors, and finally discuss more effective writing teaching methods to further improve the teaching quality of writing.
In brief, error analysis is the process of analyzing errors, identifying errors and its causes, and then finding strategies to prevent or reduce these errors.
2.2 Researches on Error Analysis Theory Abroad and at Home
The Error Analysis Theory was developed from the Contrastive Analysis of Lado who had the greatest influence in the 1940s and 1950s. Contrastive Analysis Theory believed: "The difference between the native language and the target language is mainly a source of error.” However, with the development of Contrastive Analysis Theory, some linguists found that when two languages are dissimilarity, there are also phenomena that learners successfully acquire a second language and use the language correctly. When two languages are similar. Errors also occur. Therefore, people began to study the relationship between second language acquisition and native language on the other hand.
The Significance of Learners9 Errors was published by Corder （1967） who is the first one to propose the Error Analysis（蔡龙权，戴炜栋）Then many linguists applied the Error Analysis Theory to study the second language acquisition. Corder pointed out the three meanings of research errors:
For a researcher
The researcher can understand how second

language learners learn foreign languages, the strategies and steps they use.
For a teacher
The teacher can know how students master the target language and what they need to learn.
For a learner
The learner can avoid the recurrence of similar errors by analyzing the linguistic errors made by them, thereby improving their language level.
Linguists Burt & Dulay studied second language acquisition by adults. In

1973, they classified error into three categories: interlingual errors, intralingual errors, and specific errors, （quoted in 黄新茹）They pointed out that: "When learners learn language, they cannot avoid making errors.In 1998, Bowerman's research object was his two daughters, both of whom were native English speakers. He can easily record the children's language errors in oral communication. By comparing with other children's language errors, it can be concluded that many errors are caused by the generalization of language rules and incorrect application of language rules.
In addition, many foreign scholars have resorted to Error Analysis Theory to analyze errors in writing from different aspects. In 2015, Karim investigated errors in the use of verbs in English essays, aiming to explore the mismatch of infinitives and verbs, the absence of verbs, the misuse of verb tenses, and the misuse of the verb "to have". The results show that among all verb errors, the inconsistency of subject and verb is the most common. This research has attracted the attention of many teachers.
Deeply influenced by foreign Error Analysis Theory, many linguistics in China are also devoted to the exploration and practice of error analysis field. Domestic scholars represented by Wu Qianguang began to study Error Analysis Theory in 1979.
Later, Dai Weidong and Shu Dingfang systematically discussed related concepts, classifications, and its evolutionary relations in the field of linguistics, such as Contrastive Analysis, Error Analysis, and Interlanguage.
Gao Yuan pointed out: "Error analysis is of great significance to the teaching of second languages: it not only deepens people's understanding of the teaching process, but also provides practical assistance fbr teaching activities.（高远）
In 2003, Zhu Lehong applied error analysis to the teaching context and pointed out the phenomenon of errors in teaching.
In 2006, Yan Tao advocates linking theory with writing teaching, and then systematically analyzing language errors that occur in writing.
2.3 The Procedure of Error Analysis
In 1974, Corder divides error analysis into five steps: collection, identification, description, explanation, evaluation, （quoted in 黄新茹）The following is an explanation of each step:
Collection: It is carried out in the initial stage of the study, which is helpful for teacher to understand the current situation of students. It requires teachers to collect the large number of students5 essays as research materials.
Identification: After collecting student's compositions, errors in the compositions need to be identified according to the standards of written language. E.g. By analyzing whether the application of vocabulary is appropriate, whether the sentence conforms to the context, whether the application of grammatical rules is correct, whether the structure of the article is coherent, etc.
Description: To describe what the errors are. In order to analyze errors better, errors need to be classified and analyzed. But the classification standards of "error” in error analysis theory are difficult to determine. Each teacher has different classification standards for errors. Here mainly from the perspective of vocabulary, grammar and discourse to classify and analyze students5 errors.
Explanation: Explaining the causes of errors. After classifying errors, teacher can study the causes of errors more effectively. Here, the reasons for errors are divided into three categories: first, errors are caused by the interference of students5 mother tongue. Second, errors are made by learners who have not mastered English grammatical rules, structures or sentence patterns. Third is because of the learning environment such as: teachers5 teaching level, students' psychological factors, etc.
Evaluation: After studying the reasons for the errors, the last step is to evaluate errors in order to provide some strategies for writing teaching. Therefore, for the above error analysis, suggestions can be drawn: First, students9 composition errors are mainly due to insufficient grasp of basic language knowledge, so teachers should strengthen the input of English language knowledge to improve writing ability. Second, aiming at the coherence of the article, how to carry out topic and other discourse problems, teacher need to carry out targeted exercises to improve students9 writing skills. Third, in order to reduce unnecessary errors, students9 self-correction ability needs to be improved. Finally, teachers need to compare the characteristics of Chinese and Western languages to overcome the interference of students5 mother tongue thinking.
3. Classification of the Errors in Junior
School English Writing
To study errors, the first step is to classify the common errors in junior school English compositions. There are three types of errors:
3.1 Lexical Errors
English composition consists of words to sentences and sentences to paragraphs, so the errors in junior middle school English composition are divided into three categories from these three aspects. Since words have various parts of speech, this chapter starts with seven parts of speech to analyze various errors in writing.
3.1.1 Error in Verb
There are huge number of verbs in English. It also can make up the verb phrases. Students generally have difficulty applying verbs flexibly. The use of verbs is the biggest problem among the students in all grades of junior high school. E.g.
He arrived America yesterday.
We like listening music.
I can overcame it.
My sister was very afraid of run.
In the first two sentences, the error that occurs is the omission of prepositions after verbs. "In both Chinese and English, verbs are divided into transitive and intransitive verbs. But there is no corresponding rule in Chinese and English. In English, intransitive verbs need to use prepositions to form verb phrases and then add the object, while transitive verbs can follow the object directly.,, （杨达复）In Chinese, object may be omitted. E.g. “我想要”，and "I want to it”. Although “object” in Chinese is ignored, the meaning is complete, and this sentence is also correct. Third, "Can" is a modal verb, the modal verb is followed by the original verb. Fourth, "of is a preposition, the verb after the preposition should use the "V-ing" form.
In addition, the errors in verb include: verb tense error, Non-predicate verb form error, misuse of auxiliary verbs and "be" verbs, missing verb, and misuse of verbs etc.
3.1.2 Error in Noun
Errors in noun are second only to errors in verb. There are three main errors in the use of noun: singular and plural errors, countable and uncountable errors, misuse of nouns: nouns are used as adjectives. The following are typical error sentences:
My parents are doctor.
Her leg are very short.
I often search informations on the Internet.
They are sadness.
3.1.3 Error in Article
For junior high school students who have just learned the article, they often confuse the use of article. The two commonly used articles in junior high school: indefinite article: "a\ an,, and definite article: "the". Indefinite articles are used before the singular form of countable nouns to refer to a general term. E.g. I am a Chinese. This is a book. It is also used in some phrases: have