英语论文网

摘要：本文是一篇英语论文范文，在初中三个年级的作文中，根据CLEC的错误分类，错误涵盖了所有11个错误维度。学生写作中最常见的错误是动词短语错误（24.09%）、词汇错误（18.98%）、单词错误（18.11%）、句法错误（14.44%）和名词短语错误（13.75%）。在本研究所研究的所有错误中，错误最多的维度如下：拼写（fm1，共359个），动词一致性（vp3，315），非限定动词（vp5，261），名词数量（np6，251），句子结构缺陷（SN8162），标点符号（SN9155），大写（FM3153），代词大小写（pr4，140）和构词（fm3，123）。随着学生的成长和学习，他们的年级越高，他们的写作错误就越多。这主要归因于写作难度的提高。在每个错误维度中，无论学生在哪个年级，低分学生作文中的错误总数都远远大于高分学生作文中的错误总数。这意味着错误的数量与文章的分数呈负相关。

; part of a language learner's deviation from the standard of normative language form in oral or written expression. Ellis (1995) argues that errors refer to words that do not conform to the language rules of the target language or that do not conform to the context. According to Hu Zhuanglin, Liu Runqing and Li Yanfu (1988), errors generally refer to learners' misuse or misunderstanding of the target language in terms of grammar. Carl James (2001) defined errors as 'unsuccessful parts of the language' and error analysis as 'the process of studying the emergence, nature, causes, and consequences of unsuccessful language'.

Table 3.1 Distribution of Marks of Compositions in Each Grade

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2.2 Studies on English Writing Teaching Abroad and at Home

This part mainly reviews the previous studies on English teaching abroad and at home.

2.2.1 Studies on English Writing Teaching Abroad

Foreign language writing teaching research mainly emerged in the 1950s and began to become popular in 1960s. Xu Fang (2011) summarizes the teaching methods of writing abroad for nearly half a century in Review and Reflections on the Multi-View Theory of English Writing Teaching Methods. After half a century's development, the foreign writing approach is mainly manifested as product approach (around the 1960s), process approach (from the 1970s), genre-based approach (from the 1980s), content approach (mid-1980s) and mission approach (from the 1980s). At present, process approach is the most influential. Process approach is no longer about language knowledge, but more about writing processes and skills, such as planning, finding writing material, writing drafts, revising drafts, and so on. The advocates of process approach Raimes (1979) have proved the feasibility of process approach through extensive research on the teaching of writing in non-native English, and have actively advocated its application in classroom practice. Raimes argues that student writing will not benefit if we are only interested in the finished product of the writing process and not in the writing process. Some scholars paid attention on the teaching of second language writing. Harmer (2010) points out that second-language writing can be summed up in three purposes: first, to strengthen knowledge, second, to develop language, and third to form a learning style. Hyland (2013) summed up the teaching of second language writing as three mai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。