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earning. Educators can also verify their reasonable use of teaching methods and measures through error analysis, so as to improve their actual teaching. Therefore, error analysis is not only the theoretical foundation for educators to plan and adjust their teaching strategies, but also can offer corresponding practical guidance for teachers to improve their teaching methods in the normal teaching process, so it has a very key practical significance.

Chapter Three Research Design .............................. 26

3.1 Research Purpose .................................. 26

3.2 Research Questions ................................... 26

3.3 Research Participants ................................ 26

Chapter Four Results and Analysis .................................... 35

4.1 Types of Errors in Senior School Students’ English Writing ........................ 35

4.1.1 Technical Errors ................................... 36

4.1.2 Vocabulary-Level Errors .......................... 43

Chapter Five Conclusion ................................. 89

5.1 Key Findings of the Study .......................... 89

5.2 Implications of Error Analysis for English Writing Teaching in Senior School ..... 89

5.3 Shortcomings of This Study and Prospects for the Future ............... 92

Chapter Four Results and Analysis

4.1 Types of Errors in Senior School Students’ English Writing

The author conducts a statistical analysis of the essay samples collected from the two exams, and the number and percentage of samples for each error type are shown in the following table.

According to the analysis of 280 essay samples, the overall situation is obtained: the sample essays’ total number of sentences is about 3200, and the number of incorrect sentences is nearly 1000, of which the number of samples with various errors can add up to 1200. From the above table, it can be seen that word spelling errors are the most frequent, with 128 samples having such errors, accounting for 45.71%; analyzed in four dimensions, the number of errors at the vocabulary level is the highest, reaching 526, accounting for 44.96%. This result can also be reflected from the questionnaire and interview.

Chapter Five Conclusion

5.1 Key Findings of the Study

Based on error analysis theory, this paper presents quantitative and qualitative analysis of senior school students’ errors in English writing through three research tools: questionnaires, interviews and material, using 140 students from Grade One in XX No.1 Senior High School, XX Province as the research subjects. Through material analysis, various errors in students’ English essays are collected and organized, and the types of students’ writing errors are classified and analyzed; through the interview and questionnaire, the causes of the errors are analyzed at the levels of teachers and students respectively, and targeted countermeasures and suggestions for avoiding errors in senior school English writing are put forward. The research comes to the following conclusions: 

(1) The main types of errors in senior school students’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。