【作者】 马芳；

【导师】 徐有志； 何雅玲；

【作者基本信息】 河南大学 ， 教育， 2012， 硕士

【副题名】以鲁山21中学九年级（1、2）班为例

【摘要】 新课程改革要求学生在写作方面能够描述物体的性质和行为，能叙述概念，能写简单的信件或者单据，并能根据图片上的关键字阐明自己的想法。写作在中学生考试中占有重要的比重。它不仅是一个创作的过程，还是衡量语言学习者对语言掌握程度的标准。因此，写作作为语言交流的一部分，必须符合语言规则，其中包括对结构，词汇以及语法等的高标准要求，而语言学习者又经常在此方面出先各种问题。这就需要对他们进行错误的纠正，也是我们为什么需要错误分析理论的原因。错误分析是指第二外语学习者对错误的分析和研究。它介于中介语和目标语之间并且是中介语理论的进一步研究。从心灵主义观点出发，它是建立自心理学基础上的认知心理学。直到二十世纪七十年代，它才成为应用语言学认可的一部分。错误分析已经被引入了外语教学领域，并取得了显著效果。近些年关于纠错在教学领域里的研究与应用屡见不鲜，错误分析研究为外语教学提供了反馈信息，让教师知道所教授知识的掌握情况，从而根据实际情况而改善教学方法。本文在理论部分首先阐述了书面表达的地位和重要性，研究的必要性和中学英语写作现状，错误的概念以及中介语和错误分析理论，并把错误进行分类，最后用错误分析理论从不同的角度探讨错误的原因。笔者曾在鲁山实习期间以鲁山县第二十一中学九年级一班和二班的学生为研究对象做了一次实验，并对他们的书面表达错误进行数据的收集、识别、统计、整理、分析并归纳原因。作者首先对两个班进行了一次问卷调查，目的是了解两个班对英语写作的态度以及他们的态度是否一致；其次作者把两个班分为实验班与控制班并对他们进行前测和后测（写一篇50字左右的作文），前测是为了确保两个班在实验前的英文写作水平是否一致，后测是为了与前测的数据进行对比和分析，并得结果来证明错误分析理论和教学方法改革是有否有效。前测和后测的数据是通过软件SPSS统计得出，从而证明错误分析理论结合教学方法改革是有效的。最后作者根据两个班错误出现的频率和情况而归纳出现错误的主要原因：语际干扰、语内干扰。其中语内干扰占主导地位，错误还与教师诱导以及写作时的不认真有着密切联系。根据以上研究，本文还提出了相应的策略和课堂模式来激发学生的写作兴趣，并注重学生基础语言知识的输入，培养学生良好的写作习惯，从而提高他们的写作水平,进而提高他们的英语整体水平。更多还原

【Abstract】 Writing takes an important position in Middle School students’ exams. It is not only aprocess of creation, but a criteria of a learner’s language competence in communication. Thebasic idea of the new curriculum reform requires students to describe the nature and theactions of a subject, to illustrate concepts, to write simple letters or notes and to expound hisor her own idea by using some keywords on the pictures. So writing must meet the languagerules which include a high quality of structure, vocabulary, and grammar where learnersalways go the wrong way. That is why errors must be corrected and that is why we need erroranalysis theory.Error analysis refers to the study and analysis of the errors made by second or foreignlanguage learners. It’s a comparison between learners’ interlanguage and the target language.Error analysis theory is the further study of interlanguage theory. It is based on Mentalistviewpoint and takes cognitive psychology as its psychological foundation. It was not until the1970s that error analysis became a recognized part of applied linguistics. Remarkableachievements have been made. Since error analysis theory was introduced into the field offoreign language teaching, remarkable achievements have been reached. Error analysis theoryoffers feedbacks to foreign language teaching, so that teachers will make improvements totheir teaching methods based on each student’s individual situation.The importance of writing, significance and purpose of this study, students’ writingsituation, definition and classification of errors, interlanguage theory and error analysis theorywere discussed in the theoretical part. The author did an experiment in Lushan No.21JuniorMiddle School when she once taught there. The data was collected and analysed based on thesubjects’ compositions in two classes of Grade Nine. Firstly, the author conducted a questionnaire survey for knowing their attitude towards writings. Then, an experiment wasalone with pre-and post-test. The data of the two tests were subjected to SPSS. The resultsshow that the teaching method combined with error analysis theory did work out. Finally, theauthor concluded the causes of making errors based on the frequency of errors. They wereintralingual transfer and interlingual transfer. Besides, errors also came from theircarelessness and teacher’s inducement.According to the above research, the author also gave some strategies and class samplefor cultivating students’ motivation. Basic knowledge input is also very important forimproving their writing ability.更多还原