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s come second with less number and percentage. Errors of discourse ranks in the third place with the percentage of 17.36% and substantial errors stay last which takes up about 10 percent. On the level  of  subcategory,  the  most  frequent  errors  are  article  errors  (ar)  which  contain  over  12 percent of all and the least ones are errors of case (cs).  
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Conclusion

Chapter 5 is the conclusion part of the whole thesis which summarizes the major findings of  the  research  in  5.1,  puts  forward  implications  for  EFL/ESL  teaching  and  learning  in  5.2, and gives the limitations of the present study in 5.3.  The major findings of the present study are of three aspects in order to answer the three research questions respectively:  
(1)  In  general,  students  of  the  three  grades  have  committed  various  errors  in  their writings. In a total of 26724 words of the data collected, 1763 errors are found, meaning that errors  occur  in  every  15.16  words.  Comparing  the  three  grades,  it  is  found  that  the  error occurrence frequency from Grade One to Three changes in a descending order (8.03%, 6.54%, 5.11%). In terms of error types, syntactic errors are committed most by students in Grade One (38.76%); and the three most frequent error subcategories are run-on sentence, relational errors and article errors. As  for  sophomores and juniors, lexical errors rank first among the four error categories  (over  40%). The three most frequent error subcategories of Grade Two are article errors,  run-on  sentences  and  relational  errors.  In  Grade  Three,  the  most  frequent  error subcategories are article errors, wrong word choice and referential errors. 
(2) The similarities of the errors found among the three grades are:  ①  Substantial errors take  the  least  proportion  among  the  four  categories  in  all  the  three  grades  (about  10%)  with slight  changes  from  Grade  One  to  Grade  Three;  ②  In each grade, misspelling, article errors and  run-on  sentences  rank  first  in  their  own  super-ordinate  categories  respectively  and capitalization errors, illogical comparison and sequential errors rank  last;  ③  There  are  four types of changing trend of the 23 error subcategories in all grades, namely “up” type, “down” type,  “up-down”  type  and  “down-up”  type.  The  differences  are:  ①   The  developing tendencies of the four error categories’ percentages among the three grades are distinguished from  each  other,  that  is  to  say,  substantial  errors  increase  by  grade  while  syntactic  errors decrease by grade; and lexical errors go up then down whereas discoursal errors go down first then up;  ②  Among grades, the changi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。