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Proportion of Run-on Sentence Errors......... 39-42
        4.1.2 Changing Pattern of Run-on Sentence Errors ......... 42-45
    4.2 Analysis of Comma Splices .........45-59
        4.2.1 Analysis of Comma Splices Based on the Number.........46-49
        4.2.2 Analysis of Comma Splices Based on Sentence.........49-54
        4.2.3 Analysis of Comma Splices with Parallel.........54-59
    4.3 Possible Causes for Run-on Sentence Errors......... 59-67
        4.3.1 L1 Transfer......... 59-63
        4.3.2 Diversified Cultural Thinking Patterns......... 63-65
        4.3.3 Education for English Majors in China......... 65-66
        4.3.4 Psychological Factors......... 66-67
4.4 Pedagogical Implications .........67-72

Conclusion

The present study attempts to investigate the proportions, changing patterns and possiblecauses of run-on sentence errors by adopting a learner corpus composed of 79 ChineseEnglish majors’ compositions written at the examinations of six terms. It aims at providingeffective solutions and suggestions for the teaching of writing in the Chinese context. Themajor findings of this study are summarized as follows.
Firstly, the proportions of nine syntactic errors tagged as “sn1” to “sn9” in the corpus arecalculated respectively in this study. The proportion of run-on sentence errors amounts to33.9, which reflects the severity of this problem among Chinese English majors in China anddeserves adequate attention of teachers and students themselves.
Secondly, the developmental tendency of run-on sentence errors in six terms are describedand analyzed. Through comparison, it can be found that the proportions of run-on sentencestend to decrease since the second term, and the slight increase during the last two terms canbe accounted for the increase in the length of writing tasks and other cognitive orpsychological factors.
Thirdly, run-on sentences in the corpus are divided into two types, among which 97.9% of allthe run-on sentences are regarded as comma splices with only 2.1% as fused sentences.Further study is carried out to investigate the changing patterns of comma splices of three categories classified according to the number of clauses, sentence variety and misusedparallel structures. It is concluded that the comma splice with two and three clauses are themost common ones. As for the sentence variety, the proportion of comma splices withcompound sentences ranks the highest, followed by compound-complex sentences andcomplex sentences. In addition, there are two types of comma splices with parallel structuresand it is founded that the topics of the writing tasks have influence on the number of commasplices with the same subjects and different subjects.
Finally, the study tries to trace the source of run-on sentence errors from the followingperspectives: L1 transfer, difference in cultural thinking patterns, education for Englishmajors in China and some psychological factors. These findings in the study are expected toimprove the teaching of writing and promote the pr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。