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摘要：According to Bacon，"Reading makes a full man, conversation a ready man, and writing an exactman (1625)." It is observed by Raimes that Writing is the communication between writers andreaders .For language learners, writing is very important for measuring their linguistic competence. Itrequires a comprehensive knowledge of English: grammar, vocabulary, and a hard process of Englishthinking mode (Raimes,1983). English writing ability is one of the goals of EnglishSyllabus .However, writing performance of higher vocational college students, especially 3+2vocational and technical college students, is far from satisfactory. The reason is that our studentsprefer to spend more time acquiring the input of knowledge rather than pay attention to the output oflanguage. As a result, for students, after consuming so much time in writing, they may feel frustratedwith little progress, so they perform poorly in writing and writing tests. One of the most importantreasons is that errors made in their English writing hinder their improvement of writing ability(Raimes, 1983). Therefore, based on the theories of Error Analysis and Contrastive Analysis and byusing the results of error studies on the learners at abroad and home, the author studies, classifies theerrors committed by the 3+2 English majors of Foreign Language Normal College of TaiyuanUniversity to find out the characteristics and types of errors in the students’ writing .After that, someefforts are made to find the causes of errors. The author aims to find out a comprehensive andeffective way of teaching English and give some guidance for the students in their writing. And it ishoped that it can provide some help for English teachers dealing with all errors committed by lowergrade students in a 3+2 vocational and technical college.

ghui & Wen Qiufang,1999), and the introduction of writing teaching approaches (Han Jinlong, 2001).

1.2 Purposes and significance of this study
Generally speaking, it is very common and inevitable that the learners will make errors in theprocess of English learning. English writing teaching has always been a difficult point in the process ofEnglish teaching. For 3+2 vocational and technical college students (VTCS), who do not need to receivethree years of high school education, and are directly admitted to secondary school learning, therefore,they have weaker English foundation than average VTCS, so things become harder. Currently, a bigproblem exists about their English writing. They are afraid of writing. When they are writing acomposition, it turned out to be numerous wrong words and sentences. In this way, it is urgent to solvethis problem. Therefore, teachers should find out a way to treat these mistakes, guide college students toanalyze, correct and lessen mistakes and improve their English writing level.Based on the theories of Error Analysis (EA) and Contrastive Analysis (CA), the thesis studies theerrors committed by lower grade students in a 3+2 vocational and technical college students (VTCS). Acareful survey is conducted to analyze the errors made by 3+2 VTCS students. Then some efforts aremade to find the causes of errors. In this thesis, the author tries to generalize and analyze the commonwriting errors made by students, guide students properly to correct the mistakes by themselves, improvetheir writing interests and English writing ability so as to improve the efficiency of writing.Different from the previous studies which selected subjects from English majors or non-Englishmajors in university, the present study is for a special group.

1.3 Structure of the thesis
This thesis can be divided into five parts. The first part introduces briefly the background andpurposes of this study and the outline of the whole paper. Chapter two is a literature review. In thischapter, some important definitions and some theories of error analysis are provided, on which theresearch will be based. The third chapter describes the whole research process based on the theory oferror analysis. This chapter illustrates the details about the case study—methodology, research questions,and the experiment design. The subjects are an English—major class students in a 3+2 vocationalschool 2010. Upon students’ writings being corrected, the amount of errors on each type will be countedto gather data for analysis. The fourth part presents the results of the research and analysis of it, anddetailed interpretations of this study. The fifth chapter is a conclusion. In this chapter, the author obtainssome major results and explores the pedagogical implications. Finally, the limitations of the study aredemonstrated and some suggestions for the future research are stated.

Ⅱ Literature Review .....................16-32
    2.1 Definition of .....................16
    2.2 Classification of .....................16-20
        2.2.1 Errors at the ..................... 17-18
        2.2.2 Errors at the ..................... 18
        2.2.3 Errors at the ..................... 18-19 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。