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Introduction Many English language learners think writing is the most difficult one of the five basic English skills— listening, speaking, reading, writing and translating. They feel difficult, because they are incapable to express their ideas in perfect English or in proper English expressions. A good composition is composed of beautiful sentences, and a beautiful sentence is composed of appropriate words. Therefore, in order to master the technique of writing, learners should master a large number of vocabulary including collocations and usages at first, but not always memorizing the grammatical rules. To learn a foreign language, learners need spend the most energy and time on lexicon, but with the least efficiency and the most errors. The preceding researches state that the number of lexical errors is four or five times of grammatical errors. Usually the native speakers attach much more importance to lexical errors than on grammatical errors. Regretfully, the research on lexical errors in foreign language learning suffered certain ignorance. This thesis applies the error analysis theory, for it possesses much significance in foreign language learning and teaching. Making errors is inevitable in learners’ language learning. In order to learn a language, committing errors is a means that learners employed. The lexical errors provide researchers with how learners learn a foreign language, the evidence of learners’ second language acquisition and what learning strategies and procedures the learners employ in the process of language learning. There are some major types of analysis in the field of second language acquisition (SLA) before corpora are used. The main types of analysis, according to their order of appearance, are identified as these four: Contrastive Analysis, Error Analysis, Interlanguage Performance Analysis and Discourse Analysis (Larsen-Freeman & Long 1991).The types of analysis of the SLA data employed by researchers have undergone a series of development, which signify important aspect of the development of SLA research. Error analysis involves, first independently or objectively, describing the learners’ interlingual (that is, their version of the target language and the target language itself), then a comparison of the two is followed to locate mismatches. Different from contrastive analysis, error analysis gives less consideration to learners’ native language. By the late 1960s, error analysis had become the acceptable alternative to the behaviorism-tainted contrastive analysis and entered its heyday in the 1970s (戴炜栋, 何兆熊 2002: 162). In this thesis, Error Analysis Theory is applied to analyze the lexical errors in the compositions of English majors. The compositions come from thirty junior English majors. Ten of them write “Is Honesty Always a Good Thing?” another ten of them write “Should Women Return to the Kitchen?” the rest write “The Teaching Building of School of Foreign Studies”. This thesis divides lexical errors into three major types: morphology errors, collocation errors and diction errors. The author aims to provide some help for English teaching and learning by analyzing the relevant statistics and the causes of lexical errors occurred in students’ compositions. I Chief Viewpoints of Error Analysis Theory Behaviorism considers language learning as a cultivation of learner’s behavior and habit, just as Stern (1983: 158) ever said, behaviorists generally hold negative attitudes towards