初三學(xué)生英語(yǔ)寫(xiě)作錯(cuò)誤分析及對(duì)策研究

英語(yǔ)論文編號(hào):YY531  論文字?jǐn)?shù):8271.頁(yè)數(shù):26

Contents

1. Introduction 1
 1.1 Nature of English writing 1
 1.2 The status quo of English writing in junior middle school 1
 1.3 The significance of error analysis in English writing 2
2. The errors and their causes of English writing in junior middle school 3
 2.1 The common errors of English writing in junior middle school 3
 2.2 The main causes of errors and mistakes in English writing 5
3. Countermeasures aiming at the common errors 12
 3.1 Giving priority to precaution and keeping firmly with basic knowledge  12
 3.2 Training students’ capability of self-correcting in English writing  13
 3.3 Cultivating the habit and ability of English thinking 14
 3.4 Interacting between the teacher and students and discussing in groups  17
 3.5 Reading for appreciation and writing to imitate a sample 17
4. Conclusion 19
Acknowledgements 20
References 21

摘    要
 英語(yǔ)寫(xiě)作作為英語(yǔ)學(xué)習(xí)中綜合能力的表現(xiàn)，所以我們應(yīng)該予以重視。但是學(xué)生的習(xí)作仍然十分薄弱，為了提高學(xué)生的寫(xiě)作質(zhì)量，在教學(xué)實(shí)踐中作者采用五個(gè)措施，努力幫助學(xué)生減少錯(cuò)誤。本實(shí)驗(yàn)持續(xù)2個(gè)月。研究對(duì)象為桐鄉(xiāng)烏鎮(zhèn)中學(xué)初三年級(jí)一個(gè)班54名學(xué)生。
 本文首先結(jié)合錯(cuò)誤分析法探討了初三學(xué)生在英語(yǔ)寫(xiě)作常犯的錯(cuò)誤并歸總分類，分析這些錯(cuò)誤產(chǎn)生的原因；然后探討針對(duì)這些常犯的錯(cuò)誤設(shè)計(jì)一套糾正方略。
 研究表明這些錯(cuò)誤分析和對(duì)策對(duì)于提高中學(xué)英語(yǔ)寫(xiě)作質(zhì)量是很有效的方式。
 
 關(guān)鍵詞：英語(yǔ)寫(xiě)作；常見(jiàn)錯(cuò)誤；原因分析；對(duì)策探討

ABSTRACT
 English writing, as an integrative ability, should be emphasized. However, it remains very weak in the middle school. In order to improve students’ writing quality, the author applied five measures to teaching practice, trying to help students reduce the errors’ happening. The experiment lasts two months. The subjects are 54 students in Junior Grade Three from Tongxiang Wuzhen Middle School in Zhejiang Province.
 Therefore, this paper first explores the common errors in English writing of junior middle school students. And the author concludes and classifies the errors, followed by the analysis of causes. Consequently, it explores the countermeasures aiming at these common errors through a period of English teaching.
 The study indicates that errors analyzing and these countermeasures are effective ways to improve the quality of English writing in the middle school.
 
Keywords：English writing; common errors; causes analyzing; countermeasures