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e. In a word, Contrastive Analysis holds that the difference between the target language and the native language is the source of errors for second language learners. The greater the difference, the greater the difficulty for learners to learn the target language and then the greater the possibility of making errors. By comparing and analyzing learners’ native language and target language, teachers can make prediction about the difficulties learners are likely to encounter, so that they can help learners reduce errors or negative migration of the native language purposefully and specifically. 

Chapter Three Methodology .............................. 25

3.1 Research Questions ...................... 25

3.2 Research Participants ........................... 25

3.3 Research Instruments ............................ 26 

Chapter Four Results and Discussion ............................... 33

4.1 Types of Errors in English Writing of Senior High School Students .............. 33

4.1.1 Errors in Vocabulary ............................. 34

4.1.2 Errors in Grammar ................................... 37

Chapter Five Conclusion........................... 58

5.1 Major Findings ...................... 58

5.2 Pedagogical Implications ............................... 60

5.3 Limitations and Suggestions for Further Study .................... 61

Chapter Four  Results and Discussion

4.1Types of Errors in English Writing of Senior High School Students

With the help of AntConc 4.1.0, it can be known that the number of tokens in this self-compiled corpus is 22414. There are totally 1224 errors in this corpus. The data shows that 34.82% of the students’ writing errors are vocabulary errors, 47.54% are grammar errors, and 17.64% are discourse errors. The distribution of each error type is as follows: 

According to this chart, it can be found that the main error types which take up an large proportion are “wd”, “vp” and “np” ,while the are few errors of “aj” and “ad” in students’ writing. 

Chapter Five  Conclusion

5.1 Major Findings

Based on the analysis of types of writing errors of senior high school students, this study analyzes the causes of common writing errors by means of interviews and questionnaires, and draws the conclusions as follows: 

First, this study analyzes eleven types of writing errors and concludes these error categories to three main types, namely, vocabulary, grammar and discourse. For vocabulary errors, this research finds out the frequency of word errors is the highest and the collocation errors occurs the least in students’ writing samples. Students make a lot of word errors, including order, part of speech, substitution, absence, redundancy, repetition, ambiguity of words. Among the word errors in this corpus, the error frequency of redundancy and ambiguity of words rank higher while order and substitution of words occur less in students’ wring. Besides, most of students are not satisfied with their vocabulary and they are aware of the importance of vocabulary i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。