A Study on Improving the Writing Ability of Middle School Students Based on Error Analysis
A Study on Improving the Writing Ability of Middle School Students Based on Error Analysis
Abstract:
English writing plays a significant role in learning. However, for most middle school students, English writing, among the four basic skills, is the most difficult skill for them to master. One of the reasons may be that writing places high demands on accuracy, fluency, coherence and organization compared with other language skills; another reason may be that the English teachers lack proper methodologies in English writing teaching. With the enlightenment of modern error analysis, this thesis probes into the common errors of middle school students which can be listed as misuse of antonym, subject－verb disagreement and lack of coherence from the perspective of lexicon, syntax and discourse. Besides, this thesis analyses the causes of those common errors. In order to make the teaching of English writing more effective, some suggestions concerning the teaching of English writing are put forward.
Key words: error analysis; English writing; middle school students Table of Contents References 15
1. Introduction Through a research on the writing and lexical memorization,Wang Chuming concludes that those English words which are employed in writing can be more easily memorized (2003). In addition, as a form of language output, writing can help learners effectively express themselves through combining some basic knowledge with certain linguistic techniques. In addition, with the increasingly frequent contacts between peoples of different cultures, communications in English has played a significant role in academic work and everyday life, especially in written English. Vivian Cook(2005) points out that writing plays such an important role in language teaching that we can not neglect it. However, there are many serious problems in the compositions of middle school students as far as the content,
Abstract:
English writing plays a significant role in learning. However, for most middle school students, English writing, among the four basic skills, is the most difficult skill for them to master. One of the reasons may be that writing places high demands on accuracy, fluency, coherence and organization compared with other language skills; another reason may be that the English teachers lack proper methodologies in English writing teaching. With the enlightenment of modern error analysis, this thesis probes into the common errors of middle school students which can be listed as misuse of antonym, subject－verb disagreement and lack of coherence from the perspective of lexicon, syntax and discourse. Besides, this thesis analyses the causes of those common errors. In order to make the teaching of English writing more effective, some suggestions concerning the teaching of English writing are put forward.
Key words: error analysis; English writing; middle school students Table of Contents References 15
1. Introduction Through a research on the writing and lexical memorization,Wang Chuming concludes that those English words which are employed in writing can be more easily memorized (2003). In addition, as a form of language output, writing can help learners effectively express themselves through combining some basic knowledge with certain linguistic techniques. In addition, with the increasingly frequent contacts between peoples of different cultures, communications in English has played a significant role in academic work and everyday life, especially in written English. Vivian Cook(2005) points out that writing plays such an important role in language teaching that we can not neglect it. However, there are many serious problems in the compositions of middle school students as far as the content,
References: Corder.S.P. 1967. The Significance of Learner’s Errors. International Review of Applied Linguistics , 5, 161--170. Cook Vivian. 2005. The Neglected Role of Written Language in Language Teaching, unpublished article. Haley, M. H. & Austin, T.Y. 2006. Content-Based Second Language Teaching and Learning－An Interactive Approach. Beijing: Beijing World Publishing Corporation. Hyland, K. 2005. Teaching and Researching Writing. Beijing: Foreign Language Teaching and Research Press. Williams，J. 2007. Teaching Writing in Second and Foreign Language Classrooms. Beijing: Beijing World Publishing Corporation.