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with “s”, therefore, its possessive form should be “women’s”. Ignorance of rule restrictions involves the application of rules to contexts when they do not apply to. Incomplete application of rules involves a failure to fully develop a structure. This type of intralingual error corresponds to what is often referred to as an error of transitional competence. False concepts hypothesized (i.e. the learner fails to comprehend fully) arise when the learner dose not fully comprehend a distinction in the target language— for example, the use of “be+-ed” as a marker of passive voice in “You are welcomed.” in a student’s compositions. The student may think the word “welcome” is a verb. In fact, it’s an adjective. So “You are welcome.” is right. 3.3 The Size of Students’ Vocabulary The limitation of the size of students’ vocabulary causes many lexical errors in their writing. Having a grasp of vocabulary not only refers to memorize the independent words, but also masters the connotation, denotation and collocation of these words. Most Chinese students learn English vocabulary by memorizing words in the textbooks or in vocabulary books. It is obvious that students only know Chinese definitions of given English words. In other words, what they have learned is passive vocabulary, which may help learners decode, i.e. comprehend texts, but can hardly help them encode, i.e. generate texts. Some learners only memorize the Chinese definition of a word, and regard the Chinese definition as the real meaning of this word or comprehend this word through its Chinese meaning. In fact, there is no absolute equivalence of an English word in Chinese. The English explanations of the words can be only comprehended. For example: (18) More than 2800 students learn in this building. In this sentence, the learner misuses “learn”, but the proper one is “study” or “attend classes”. Collocation is another important problem deserving students’ attention. While lexicographers and linguists have pointed out the importance of recurrent word combinations or, more specifically of collocations, little attention has been paid to the influence of collocation competence on vocabulary learning in Chinese students. Therefore, they can’t choose a proper word from their mastered vocabulary to express their ideas when writing, so they just translate word for word, which results in a large amount of Chinglish expressions. In these compositions, many students use “pronunciation laboratory” to express “语音实验室(audio-visual lab)”, even someone uses “the forth year students” to express “大四学生(the senior students in university)”. 3.3 The Way of Students’ Thinking Due to the small size of students’ vocabulary and not well mastering the real connotations of words, they can’t think in English way effectively, and they can’t write in perfect English. It’s their mother tongue that restricts their way of thinking. Their mother tongue is Chinese, and they are growing up under the nurture of Chinese culture, and haven’t completely understood the western culture, therefore, their English expressions are not idiomatic. Of course, the external environment, the learner’s existed knowledge and the internal mechanisms, individual learner factors, such as age and motivation are factors of lexical errors in students’ compositions. Conclusion The thesis has shown the importance of lexicon in English learning. To learn a foreign language, the energy and time spent on lexicon are th