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1.1.3 The Status of English Writing in Junior high school 1
1.2 Purpose of the Research 2
1.3 Organization of the Paper 2
2. Literature Review 3
2.1 General Introduction on error and EA 3
2.1.1 Definitions of errors 3
2.1.2 Classifications of errors 3
2.2 Researches on EA at Home and Abroad 4
2.2.1 Related theories abroad 4
2.2.2 Related theories at home 5
3. Research Design 6
3.1 Research Questions 6
3.2 Research Subjects 6
3.3 Data collection 6
4. Results & Analysis 8
4.1 Results from the writings and interview 8
4.1.1 Common Errors Types in Students’ English Writing 8
4.1.2 Results from the Interview 13
4.2 Sources of errors 14
4.2.1 Interlanguage transfer 14
4.2.2 Intralanguage transfer 14
4.2.3 Induced Errors 16
5. Discussion 17
5.1 Major Findings 17
5.2 Implication for English Teaching and Learning 17
6. Conclusion 19
6.1 Conclusion 19
6.2 Limitations of this Study 19
Reference 20
1. Introduction
1.1 Research Background
1.1.1 Writing Requirements in New English Curriculum Standards
The New English Curriculum Standards, which is served as an explicit guidance in teaching, plays an indispensable role in the education field. It states the teaching contents, teaching methods, teaching systems to the teachers. It also sets the aims for students at different level, which is closely linked with their studies. As to writing aspect, students are required to reach at least the seventh objective. In other words, they have to master the skills to simply describe the information that is given by words or diagrams, write applied compositions, describe and comment on people or some particular events and fill in the chart about personal information. And the eighth objective requires that students are able to write short passages to reports based on the given information, write well-structured and coherent paragraphs as well as give attitudes and opinions in the writing.
1.1.2 English Writing in the National Matriculation English Test
As the social needs change day by day, people begin to pay more attention to the practical writing ability. According to the newest test syllabus of many cities in Zhejiang, the score of writing has risen to 20 points. Comparing to the previous writing tasks, the new requirement of writing is quite a challenge for students. As the composition part holds a considerable position in the high school enrollment examination, and the difficulty of composition increases, it is necessary for both junior high school teachers and students to lay much emphasis on the instruction of composition.
1.1.3 The Status of English Writing in Junior high school
Writing is one of the four basic language skills in English and the teaching of it has always been the focus of language teachers and trainers. However, in spite of teachers’ great endeavor in the teaching of English writing, students still make lots of errors that teachers find hard to deal with in their teaching. For there are so many subjects for them to learn, the time focus on words memorizing and reading are limited, so it’s hard for students to output fluently when the input is not sufficient. What’s more, most students lack the basic language knowledge, especially in lexical and grammatical aspects. As a result, they have difficulty expressing themselves in a correct and free way. In addition, every time after writing a composition, teachers seldom analyze the errors students made, but focus on the expressions and sentences that may help students pass the exam. Meanwhile, students can’t understand the errors in depth, and fail to get the feedback through these errors. All above indicates that effective measures need to be taken to improve students’ writing ability.