This study takes two classes of English majors,one from regular high schools and another vocational ones respectively,as research objects and two of their valid English written compositions completed in limited time as the corpus,one from their first class of written English course and the other ten-weeks afterwards.This study,adopting the error analysis theory,analyzes and compares errors in word forms,lexis and syntax occurring in the compositions in both synchronic and diachronic ways,trying to discover the changes that occur and the characteristics of the patterns presented.The results indicate that the improvements in both compositions'scores and changes in syntax errors are statistically significant.In the first compositions,the scores are significantly negatively correlated with the number of all three types of errors while all the errors are significantly positively correlated with each other.However,in the second compositions,the scores of compositions of A class are only moderately negatively correlated with their corresponding syntax errors while those of B class significantly negatively correlated with both their lexical and syntax errors,which offer insights into further in-depth research on the characteristics of the dynamic development of written English as well as errors of students with different English levels and provide hints for future written English teaching practices of Chinese medium-low English proficiency learners.
error analysiswritten Englishword form errorslexical errorssyntax errors
NETL
NSTL
万方数据
