Chapter One Introduction
1.1 Research Background
As foreign languages have become a compulsory course in school, students aswell as teachers are troubled by all kinds of errors. In a way, teaching process is aprocess in which teachers and students make efforts together to avoid or decrease theerrors produced in the students’ linguistic performance.It is well known that no one can learn any language without committing errors,as Dulay and Burt (1974) said “You cannot learn without goofing.” In the process oflearning a foreign language, errors and mistakes seems to be unavoidable. Therefore,error analysis is very important, because it serves two major purposes: 1) It providesdata from which inferences about the nature of the language learning process can bemade; and 2) it indicates to teachers and curriculum developers which part of thetarget language students have most difficulty in making correct sentences and whicherror types detract most from a learner’s ability to communicate effectively (Dulay,Burt & Krashen, 1982).Language is a tool we use to communicate with each other. And among the fourbasic language skills: listening, speaking, reading and writing, writing is the mostdifficult one to master (Liu and Zhang, 2017). And English writing teaching is alwaysthe difficult point of English teaching. It is believed by most of the teacher thatteaching writing cost too much time while gains less (Dai and Guo, 2017). Thestudents also don’t like to write because of the difficulties in it. There are usuallysome tips for writing in Junior high school, which is called guided writing. Itspurposes is to control the content and make student not to express what they don’thave the ability to express. Students should be able to write this kind of writings,while there are still many errors, which indicate the students who are still lack of thelanguage competence. Writing requires learners to make sentences using grammarrules and vocabulary. The learner should master certain language knowledge.
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1.2 Significance of This Research
Writing error is one of the major production errors that most language teachermay encounter in the language teaching process. In nowadays English classes, writingrequirement is not so hard. But students also commit many kinds of errors. Teachersare required to guide the students to write English writings and develop their writingskills by using correct ways. Error analysis plays an important part in Englishteaching (Liu Shaolong, 2017). Teachers should analyze the features and the factorsthat caused students’ errors, and then improve the teaching strategies to raise thestudents’ writing skills. Among the errors that appear in students’ writings, be-verbsare very common and widely used in English, but they are often misused by theEnglish learners, especially the beginners (Su Dingfang, 1996). Great efforts will bemade to seek implications for English teaching and learning in China, especially injunior high school. Therefore, through the study of error analysis and the transfer ofmother tongue, the students, together with the teachers, can be guided to take notice ofdifferences between Chinese and English and diminishing the influence of negativetransfer and making good use of positive transfer of Chinese so as to improve thestudents’ writing ability and enhance teaching.Through the research, we can，英语论文题目，英语论文范文
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