Pedagogical Implications of Error Analysis on English Writing in the High School
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v3i2.311
Abstract
As error analysis relating to English writing has been advanced, error analysis on English writing in the high school is much less concerned. Moreover, the great significance of English writing in the high school has been recognized by teachers and educators. And as an efficient and effective way to figure out students’ mastery of English, error analysis has gained its popularity in the process of teaching English writing. Thus, it is necessary for teachers to pay attention to error analysis and apply it into their teaching.
Keywords
error analysis; English writing; high school; pedagogical implications
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[2] The Ministry of Education of the People’s Republic of China. (2020). General High School English Curriculum Standards (2017 Edition, Revised in 2020). People’s Education Press, Beijing.
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[2] The Ministry of Education of the People’s Republic of China. (2020). General High School English Curriculum Standards (2017 Edition, Revised in 2020). People’s Education Press, Beijing.
[3] Gass S. M. and Selinker L. (2008). Second Language Acquisition: An Introductory Course (3rd Edition). Routledge, New York.
[4] Corder S. P. (1974). Error Analysis. The Edinburgh Course in Applied Linguistics (Vol. 3). OUP, London.
[5] Jack C. R. and Richard S. (2002). Longman Dictionary of Language Teaching & Applied Linguistics. Foreign Language Teaching & Research Press, Beijing.
[6] Lin D.M., Duan M.J. and Zhang H.Y. (2019). A Review of Domestic Second Language Writing Errors Analysis Research. Journal of Leshan Normal University, 34(09): 31-36.
[7] Liu B. (2005). Analysis of Punctuation Errors in English Writing. Journal of Hunan University of Science and Technology, (09): 288-289.
[8] Ellis R. (1999). The Study of Second Language Acquisition. Shanghai Foreign Language Education Press, Shanghai.
[9] Lyster R. and Ranta L. (1997). Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms. Studies in Second Language Acquisition, (20): 37-66.
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