A Study on the Pathways of Error Analysis Theory in Junior High School English Writing Instruction
DOI:
https://doi.org/10.63313/SSH.9100Keywords:
Error Analysis Theory, Junior High School Students' English Writing, Causes of Errors, Types of ErrorsAbstract
English writing, as a crucial component of junior high school English teaching, serves not only as a comprehensive reflection of students' language proficiency development but also as a significant indicator of teaching effectiveness. However, current issues frequently observed in junior high school students' English writing—such as lexical deficiency, grammatical confusion, unclear logic, and even discourse-level errors arising from negative mother tongue transfer—severely impair writing quality. Additionally, teachers often face challenges in the error-correction process, failing to effectively guide students in autonomous revision and improvement of their writing abilities. Drawing on Error Analysis Theory, this paper explores the root causes of errors from multiple dimensions, including interlingual interference, intralingual interference, and non-linguistic factors. It conducts an in-depth analysis of the types and causes of errors in junior high school students' writing. Furthermore, proceeding from teaching practice, it proposes targeted strategies for optimizing writing instruction. This study holds significant practical importance, aiming to assist junior high school students in overcoming writing bottlenecks and comprehensively enhancing their language expression capabilities.
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