ABSTRACT Writing,asoneoftheimportantwaysofconveyingthoughtsandfeelings,occupiesanimportantpositioninjuniorhighschoolEnglishlearningandisamanifestationofstudents'comprehensivelanguageability.MiddleschoolstudentscommonlyhaveerrorsinEnglishwritinginthedimensionsofvocabulary,grammar,sentencestructureanddiscoursearticulation.Therefore,thisstudyappliesCorder'sclassificationoferrorstospecificallyanalyzestudents'compositions,anddeeplyanalyzesthetypesoferrorsandthereasonsforerrorsinjuniorhighschoolstudents'Englishwriting.150eighth-gradestudentsfromajuniorhighschoolinChongqingwereusedastheresearchsubjectswithquestionnaires,interviews,andtextanalysisastheresearchtools.Thequestionnairewasusedtounderstandstudents'attitudestowardsEnglishwriting,writingerrorsanderrorcorrection;thewritingtestwasusedtocollectinformationaboutthetypesoferrorsmadebystudentsinEnglishwritingandtheirdistribution;andtheinterviewswereusedtoanalyzethereasonsforthestudents'errorsinEnglishwritingaswellassuggestionsforthefuturelearningandteachingofEnglishwriting.ThestudyfoundthatthetypesoferrorsinEnglishwritingofjuniorhighschoolstudents,inorder,arevocabularyerrors(45%),grammarerrors(30%),discourseerrors(15%)andtechnicalerrors(10%).Toaddresstheseproblems,thispapersuggestshelpingstudentsimprovetheirEnglishwritingskillsbystrengtheningvocabularyandgrammarteaching,focusingonEnglish-Chineselanguagecomparativeanalysis,reinforcingtheguidanceofthewritingprocess,andincreasingpracticalexercises.ThisstudyaimstoprovidereferenceforEnglishwritingteachinginjuniorhighschoolandpromotetheimprovementofstudents'Englishwritingskills.Keywords:juniorhighschoolstudent,Englishwriting,erroranalysis1Introduction BeingeffectiveinwritinginEnglishisakeyskillforstudents,especiallyinthecontextofglobalcommunicationandacademicsuccess.However,fornon-nativeEnglishspeakers,writinginEnglishposesmanychallengesduetothecomplexityofgrammar,vocabularyandsentencestructure.BasedonCorder'sErrorsAnalysisTheory,thisstudyaimstoidentifythetypesandcausesoftheseerrorsandsuggesteffectiveteachingstrategiestoaddressthem.1.1BackgroundandsignificanceoftheStudy Asaglobalcommonlanguage,Englishhasbecomeanessentialtoolforcommunication,educationandcareerdevelopment.InChina,Englishisacompulsorysubjectinthenationalcurriculum,andwritingisanimportantpartofEnglishlanguagelearning.However,despiteyearsofteaching,manyjuniorhighschoolstudentsstillhavedifficultiesinEnglishwriting,oftenmakingerrorsinvocabulary,grammarandsentenceconstruction.Forexample,accordingtothedataoftheEnglishmidtermexaminationofthesecondsemesterof2024forthesecondyearofQingquanMiddleSchoolinWanzhouDistrict,Chongqing,theaverageerrorrateinthewritingsectionwas40%,withthehighestpercentageofvocabularyerrors(50%).Theseerrorsnotonlyaffecttheiracademicperformance,butalsotheirconfidenceandmotivationtolearnEnglish. Understandingthenatureoftheseerrorsiscriticalforbothteachersandstudents.Forteachers,identifyingcommonerrorscanhelpadjustinstructiontoaddressspecificareasofweakness.Forstudents,recognizingandcorrectingerrorscanimprovewritingskillsandlanguageproficiency.Inaddition,thisstudycontributestothebroaderfieldofsecondlanguageacquisitionbyprovidinginsightsintothechallengesfacedbyChineseEnglishlanguagelearnersthatcaninforminstructionalpracticeandcurriculumdevelopment.1.2PurposeoftheStudyThemainpurposeofthisstudyistoanalyzetheerrorsthatmiddleschoolstudentsmakeinEnglishwritingandtoexploreeffectiveteachingstrategiestoreducetheseerrors.Specifically,thisstudyaimsto(1)identifyandcategorizethetypesoferrorsthatjuniorhighschoolstudentsmakeinEnglishwriting,focusingonlexical,grammatical,discourse,andtechnicalerrors,inconjunctionwithCorder'sErrorTaxonomy(1967)andShuangDingfang's(1996)classificationframework.(2)ToexplorethetheoreticalbasisoferroranalysisanditsapplicationinteachingEnglishwriting.(3)ToproposepracticalteachingstrategiesformiddleschoolEnglishteacherstohelpstudentsimprovetheirwritingskills.Byachievingthesegoals,thisstudyaimstobridgethegapbetweentheoreticalresearchandactualteachingandprovidepracticalinsightstoimprovethequalityofEnglishwritinginstructionformiddleschoolstudents.1.3LayoutoftheThesisThispaperisdividedintosixchapters.Followingthisintroduction,Chapter2providesa“LiteratureReview,”whichincludesanoverviewofEnglishwritingerrors,thetheoreticalfoundationsoferroranalysis,andareviewofrelevantnationalandinternationalstudies.Chapter3outlinesthe“ResearchMethodology”,includingtheresearchquestion,thetargetpopulation,andtheinstrumentsusedfordatacollection,suchaswritingtests,questionnaires,andinterviews.Chapter4presents“DataAnalysisandDiscussion,”focusingonanalyzingtheerrorsfoundinstudents'writing,theresultsofthequestionnaire,andtheinsightsgainedfromtheteachers'andstudents'interviews.Thereasonsfortheerrorsinmiddleschoolstudents'writingarediscussedandfeasiblesuggestionsaremadeforstudentsandteachers,respectively.Chapter5summarizesthewholestudyandexplainsthelimitationsofthisstudy.Throughthisstructuredresearchapproach,thispaperaimstoprovideacomprehensiveunderstandingofthechallengesmiddleschoolstudentsfaceinEnglishwritingandtoprovidepracticalsolutionsthatcanbeimplementedintheclassroom.2LiteratureReview2.1OverviewofErrorsInthefieldofsecondlanguageacquisition,domesticandforeignlinguistshavebeenkeenonthestudyoferrors.Throughthestudyoferrorsinsecondlanguageacquisition,learnerscangrasptheproblemsinsecondlanguagelearningandprovideanimportantbasisforoptimizingteaching.Inthissection,wegiveadetailedoverviewoferrorssothatwecanbetterunderstandthem. 2.1.1TheDefinitionofErrorsFromresearchanddata,thereisnoveryclearstandardforerror.AccordingtotheOxfordEnglishDictionary,errormeansamistake,especiallyamistakethatleadstoanerrororaffectstheoutcomeofsomething.Ontheotherhand,differentlinguistshavetheirownunderstandingoferror.Corder(1967)definesanerrorthatoccursintheprocessoflearningasecondlanguageduetothelackofproperunderstandingoftherulesofthelanguage.Errorsareoftenmadebylearnerswhohavedifficultiesinlanguageknowledgeandlanguageproficiency.ManyotherlinguistsholdviewssimilartoCoard's.Forexample,Hu(2013),aChinesescholar,statesthaterrorsareusuallycausedbyalearner'sinsufficientknowledgebase.Edge(1989)states,“Ifastudentcannotself-correcthisorherownerrorsinEnglish,buttheteacherbelievesthattheclassisfamiliarwiththecorrectform,wecallsucherrorserrors.”CarlJames(2001),“AnErrorisanUnsuccessfulLanguage”and“Error”-ASurveyStudyofMiddleSchoolStudents'EnglishWritingErrorsandItsrevelationisanexampleofunconsciousbiasinlanguage,whichcannotbeself-correctedbyitswriters.Learnersmakeerrorsbecausetheyhavelimitedinputofgrammaticalrules.Thedefinitionoferrorontheonehandhasitsowncharacteristicsandsimilaritiesduetodifferentcriteria.Thiscanbeduetonotfullygraspingthetargetlanguageordeviatingfromtheunderstandingofthetargetlanguage.Ontheotherhand,errorsariseaslearnersdeveloptheirlearningabilityandknowledge. 2.1.2TheClassificationofErrorsDifferentlinguistsholddifferentviewsonerrorsinEnglishwriting,andthereforetheclassificationsarevaried.ThefollowingaresomerepresentativeclassificationsoferrorsinEnglishwriting.Corder(1967)categorizedthetypesoferrorsinto“cognitiveerrorsandnegligenterrors”,“errorsoflinguisticcompetenceanderrorsoflanguageuse”,“errorsmadeatthepre-systemicstageofformationanderrorsmadeatthepost-systemicstageofformation”,errorsmadeinthepreformationsystemstage,errorsmadeintheformationsystemstageanderrorsmadeinthepostformationsystemstage”.Richards(1974)classifiedtheerrorsas:interlinguistic,intralingualanddevelopmentalerrors.Dulay,BurtandKrashen(1982)classifiedlearners'languageerrorsaccordingtothelinguisticcategoryoftheerrorsasphonological,lexical,grammaticalmorphologicalerrors,andsentenceordiscoursestructureerrors.James(2001)classifiederrorsintothreecategories,namelyontology:referringtoavarietyofspelling,writing,andpronunciationerrors;text:includinglexicalerrorsandgrammaticalerrors;anddiscourse:includingcoherenceandpragmaticerrors.BasedonCorder'sErrorsAnalysisTheoryandthecharacteristicsofjuniorhighschoolstudents'writing,thisstudycategorizederrorsintofourmajorcategories:lexical,grammatical,discourse,andtechnicalerrors,wheretechnicalerrorswereclassifiedseparatelytoreflectthebasicnormativeproblemsofjuniorhighschoolstudents'spellingandpunctuation.ShuangDingfang(1996)pointedoutinhisbookModernForeignLanguageTeachingthatEnglishwritingerrorsmainlycomefromthreeaspects:firstly,interlanguageerrors,thatis,thenegativetransfereffectscausedbytheinfluenceoflearners'linguisticandthinkinghabitsoftheirmothertonguewhenlearningandusingEnglish.Forjuniorhighschoolstudents,theerrorsmaybereflectedintheorderofwordsandlexiswhenwriting.Thesecondkindoferrorsisintra-linguisticerrors,whicharemainlycausedbylearners'incompleteunderstandingoftherulesofthetargetlanguage.Whenwriting,itmaybereflectedinthesingularandpluralchangeofnouns,thechangeoftenseandotherpossibleerrors.Thirdly,errorsinotheraspects,suchasteachingmethods,culturaldifferences,languageknowledgeandsoon.BasedontheresearchofCarlJamesandothers,ourscholarGaoYuan(2002)proposedthattherearetwomaintypesoferrorsmadeintheprocessofforeignlanguagelearning:interlingualandintralingualerrorsfromthepointofviewoflinguisticfactorsoflanguageerrors.Interlanguageerrorsareerrorsproduced“bylanguagetransfer”,whichareerrorscausedbythelearner'snativelanguage;intralinguisticerrorsareerrorscausedbymutualinterferencewithinthetargetlanguageitemsorincompletelearningofthetargetlanguageitems.ChineselinguistsGuiShichunandYangHuizhong(2003)subdividedlinguisticerrorsintoelevencategoriesintheirbookCorpusofEnglishforChineseLearners,includingerrorsinwordforms,verbphrases,pronouns,adjectivephrases,adverbs,prepositionalphrases,conjunctions,vocabulary,collocations,andsyntaxandsoon,amongwhichvocabularyerrorsincludespelling,constructions,andsizes,andvocabularyerrorsincludewordorder,wordclasses,substitutions,omissions,repetitions,andsemanticambiguityerrors.Lexicalerrorsincludewordorder,wordclass,substitution,omission,repetition,andsemanticambiguity.2.2TheoreticalFoundationSomeAmericanlinguistsandphilologists,suchasC.FricesandR.Lado,putforwardtheTheoryofContrastiveAnalysis.Theybelievethatthroughthecomparativestudyoflearners'mothertongueandtargetlanguage,theerrorslearnersmaymakeinlearningthetargetlanguagecanbeforeseen,butthelimitationsarealsograduallyexposed.Inordertosystematicallyanalyzelearners'errors,todeterminethesourcesoftheirerrors,andtoprovideabasisforeliminatingtheseerrorsintheteachingprocess,anewtheoryofanalyzinglinguisticerrors,“ErrorAnalysisTheory”,hasbeendeveloped.ErrorAnalysisTheoryisanimportanttheoryinthestudyofsecondlanguageacquisition,proposedbyS.P.Corderinthe1960sand1970s.Thetheoryaimstosystematicallyanalyzetheerrorsmadebylearnersintheprocessoflanguagelearninginordertorevealtheintrinsicmechanismoflanguageacquisitionandhelpimprovelanguageteaching.AccordingtoCorder,learners'linguisticerrorsarenotsimple“mistakes”butreflectthecognitivelawsintheprocessoflanguagedevelopment.Themainpurposeoferroranalysisistounderstandthelearner'slanguagesystem,revealtheprocessoflanguageacquisitionandoptimizelanguageteachingmethods.Accordingtothesourcesoferrors,Corderclassifieserrorsintointerlingual,intralingualanddevelopmentalerrors.Corderdivideserroranalysisintofivesteps:(1)Collectingdata:collectinglearners'linguisticoutputthroughwrittenorspokensamples;(2)Identifyingerrors:markingerrorsbycomparingthelearner'sexpressionwiththecorrectformofthetargetlanguage;(3)Describingerrors:categorizingtheerrors(suchasgrammar,vocabulary,pronunciation,andsoon);(4)explainingerrors:analyzingthereasonsforerrors(nativelanguageinterference,overgeneralization,andsoon);and(5)evaluatingerrors:judgingtheseverityoferrorsandtheirimpactoncommunication.Corder'sErrorAnalysisTheoryprovidesanimportantframeworkforresearchonsecond-languageacquisitionandemphasizesthaterrorsareanaturalphenomenonoflanguagelearning,andithelpsteacherstounderstandtheprocessoftheirstudents'languagedevelopmentinamorescientificway.Despitesomelimitations,itremainsoneoftheimportanttheoriesinlanguageteachingandresearch.2.3StudiesonErrorAnalysisatHomeandAbroadErroranalysisisoneofthemostimportantmethodsinthestudyofsecondlanguageacquisition.1967,theBritishappliedlinguistCordpublishedthearticleTheSignificanceofLearners'Errors,whichformedErrorAnalysisTheory.Thistheory,developedinthe1970s,isananalyticalmethodtostudylearners'errorsintheprocessoflanguagelearning,andtriestorevealsomegenerallawsintheprocessoflanguagelearning.Itshiftsthecenterofresearchfromtheanalysisoftheexternalenvironmentoflanguagelearningtothelanguagelearnersthemselves,andrevealstheprocessoflanguagelearningandthestrategiesadoptedbythelearnersinlearningalanguage.Therefore,thistheoryplaysaveryimportantroleinsecondlanguageacquisitionandhasbecomeawidelyusedresearchtoolinsecondlanguageteaching.Hsiao-pingWu,EstherV.Garza(2014)usedErrorAnalysisTheorytoexplorethemajorwritingproblemsoffive6thgradeEFLlearners,andtheresultsofthestudyshowedthatparticipantsmademoreerrorsoninterlingual/transferenceerrorsthanonintralingual/grammaticalerrorsREF_Ref19444\r\h[5].VikaAgustina,EstiJunining(2015)usedErrorAnalysisTheorytostudythemainerrorsmadebyfifthsemesterstudentsoftheEnglishDepartmentatastateuniversityinMalang,Indonesia,whenwritingtravelwritingandfoundthatthemostcommonerrorwastheuseoftenseformsREF_Ref19581\r\h[3].Andrian(2015)usedErrorAnalysisTheorytoanalyzethecommonerrorsinstudents'writingusing17studentsfromtwofourthsemesterstudentclassesofOfficeManagementandComputerizedInformationasthestudypopulation,theresultsofthestudyshowedthatthehighestpercentageoferrorscamefromthecategoryoftenses,includingsubject-verbagreement.Thelowestpercentageoferrorscamefromtheclausesandphrasescategories(conditional,aspirational,andreported/quotedspeech).Itwassuggestedthatteacherscouldbrainstormwithstudentsbeforeassigningwritingassignmentsinordertohelpthemselectvocabularytouseintheirwriting.Studentsshouldalsobetrainedinmoregrammaticalrulesthatbeginnersneed,suchassimpletenses,qualifiers,andtheuseofidiomsREF_Ref19728\r\h[1].Inaddition,WyDirgeyasa(2016)conductedastudywith31studentsinthethirdsemesteroftheEnglishDepartmentofMedanStateUniversityduringtheacademicyear2012/2013tofindouttheeffectivenessoftheerroranalysismethodonthestudents'achievementofEnglishwritingskillsandfoundthatthestudentshadapositiveandfavorableperceptionoftheerroranalysismethodofteachingandlearningofEnglishwritingskills,whichimpliesthattheimplementationoftheerroranalysistheoryisveryeffectiveinimprovingthestudents'writingskillsveryeffectivelyREF_Ref19826\r\h[4].FatemehAmiri,MarliaPuteh(2017)studiedthedifferenttypesofwritingerrorsmadeby16internationalgraduatestudentsstudyinganintensiveEnglishprogramatapublicuniversityinMalaysia.TheresultsofthestudyrevealedthatthefourmostcommonEnglishlanguageerrorsmadebytheparticipantsweresentencestructure,articles,punctuation,andcapitalization.ThestudyalsorevealedthewaysinwhichstudentsperceivedtherulesofEnglishasthoseoftheirmothertongue.ThisinsightisusefulforbothteachersandstudentsbecauseitprovidesimportantinformationaboutthebuildingblocksthatEnglishlanguagelearnersexperienceinacademicwritingREF_Ref19931\r\h[2].Insummary,foreignresearchershavestudiedtheapplicationoferroranalysistheoryinwritingverydeeply,andtheybelievethatthepositiveroleofErrorAnalysisTheoryshouldnotbeignored,andteachersandstudentsshouldpayattentiontotheuseofErrorAnalysisTheoryintheteachingofwriting,soastoimprovethewritinglevelofstudents.However,therearestillsomelimitations.Mostoftheexistingforeignstudiesfocusoncollegestudentsoradultlearners(suchasHsiao-pingWu,2014),whilejuniorhighschoolstudentsareinthekeytransitionperiodofthesecondlanguagefamily,andthecausesoftheirerrorsarevulnerabletothedoubleinfluenceofnativelanguagetransfer(suchastheinfluenceofChinesewordorder)andweakbasiclanguageknowledge,sotherelevantstudiesstillneedtobesupplemented.AsErrorAnalysisTheoryhasreceivedmoreandmoreattentioninChina,manyresearchershavebeguntouseErrorAnalysisTheorytoanalyzethetypesoferrorsmadebystudentsinwritingandputforwardcorrespondingstrategies.GuidedbyErrorAnalysisTheory,LeiYuanjie(2015)tooktheclassroomwritingexercisesofaseniornon-Englishmajorstudentasasample,analyzedthetypesoferrorsandthefrequencyoferrors,andfoundthatgrammaticalerrorsaccountedforthelargestproportionoftheerrors,56.7%,vocabularyerrorswerethenextlargest,33.3%,anddiscourseerrorsweretheleast.Shebelievesthatthecollectionandanalysisoferrorsmadebylearnerscanreflectthespecificsituationofstudents,helpteacherstestthecurrentteachingmethods,andprovidedirectionandguidanceforexploringmoreeffectiveteachingmethodsREF_Ref20052\r\h[10].WiththehelpofErrorAnalysisTheory,HeGuanghui(2017)analyzesthecurrentsituationofartstudents'EnglishwritingwithErrorAnalysisTheory,researchesandsummarizesthecommonerrorsintheirwriting,andthroughsuchanalysisandexploration,deepenspeople'sunderstandingoftheteachingprocess,andultimatelyprovidespracticalandeffectivehelpforclassroomteachingactivitiesREF_Ref20123\r\h[8].ZhouPing(2019)usedtheErrorAnalysisTheorytoanalyzethecommontypesoferrorsinEnglishteachingincollegesanduniversities,andconcludedthatthestudyofstudents'Englishknowledgeerrorsisnotonlyconducivetotheimprovementofstudents'EnglishgradesandEnglishapplicationability,butalsocansharpentheteachingabilityofEnglishteachersREF_Ref20215\r\h[19].JiangYing(2019)collected320students'assignments,distributedquestionnairesandinterviewedsomestudents.Afteranalyzingthedatawiththetheoryoferroranalysis,itwasfoundthatthecausesoferrorsweremainlyinterlanguageerrorsandintra-languageerrors,includingnegativetransferofnativelanguage,negativetransferoflanguageandculture,errorsinlearningstrategies,errorsincommunicativestrategiesandsoonREF_Ref20280\r\h[9].ChenRonghua(2021)usedtheoriesrelatedtoerroranalysistoanalyze100essaysamplesfromthepropositionalessaysofjuniorhighschoolstudentsinXuhuiMiddleSchoolinShanghai,China,toclassifytheerrorsinjuniorhighschoolstudents'Englishwriting.Itwasfoundthatmoreerrorsoccurredinjuniorhighschoolstudents'compositionsintheuseofverbs,errorsintenses,andChineseEnglishREF_Ref20345\r\h[7].ZhangHong(2020)analyzedthecurrentsituationofcollegeEnglishwritingindetailfromthedevelopmentofErrorAnalysisTheoryandfoundthatstudents'spellingmistakesandgrammaticalerrorswereextremelyserious,andbelievedthatteachersshouldpayattentiontotheroleofErrorAnalysisTheory,andthatteachersshouldguidethestudentswithamoreenthusiasticandpatientattitude,sothatthestudentscangrasptheglobalmeaningofthesentencewell,andputmoreenergyintothestudyofEnglishwritingwithamorepositiveattitude,resultinginasteepriseininterestinEnglishlearningREF_Ref20421\r\h[17].CaoHan(2021)classifiedcommonerrorsinthewritingofjuniorthird-gradestudentsbycollectingtheircompositiontexts,analyzedthecausesoftheseerrors,andproposedrelevantstrategiesforjuniorthird-gradewritingteaching.Thestudyarguesthatbothteachersandstudentsshouldfaceerrorssquarely.Teachersshouldeffectivelyanalyzestudents'commonerrorsandtheircausesbasedonerroranalysistheory.Therefore,intheprocessofEnglishwritingteaching,theyshouldcloselyfollowtherequirementsofthenewcurriculumstandardsandtheseniorhighschoolentranceexamination,carryouttargetedtraining,reasonablyadjustteachingplans,useappropriateteachingstrategies,consolidatestudents'basicknowledge,improvethequalityofwritingteaching,andeffectivelyenhancestudents'writingabilitiesREF_Ref20492\r\h[6].Insummary,mostofthedomesticstudiesontheapplicationofErrorAnalysisTheoryinEnglishwritinghaveprovedthatErrorAnalysisTheoryhelpsteachersandstudentstofindoutthetypesandcausesoferrorsinEnglishwriting,anditcanpromotesomepositivechangesinstudents'Englishwriting,suchasexpandingstudents'writingmaterials,correctinggeneralgrammaticalerrors,andsoon.2.4SummaryThisreviewfirstlyprovidesanoverviewoferror,includingthedefinitionandclassificationoferror.ThenitprovidesanoverviewofCorder'sErrorAnalysisTheory,explainingthebasicconceptsofErrorAnalysisTheory,thestepsofErrorAnalysisandthesignificanceofthetheoryforthisstudy,whichprovidesanimportanttheoreticalfoundationforthisstudy.Throughtheliteraturereview,itisfoundthatforeignscholarshavemadealotofachievementsinthestudyofwritingerrors,andforeignscholarshavewidelyusedErrorAnalysisTheorytoexplorethewritingproblemsofsecondlanguagelearners,focusingonthetypesoferrorsandtheircauses.However,theresearchobjectmainlyfocusesonseniorstudents,whichhascertainlimitations.DomesticstudiesfocusontheapplicationofErrorAnalysisTheoryinEnglishwritingteaching,emphasizingerrorclassificationandteachingstrategies.Futureresearchcanfurthercombinemoderntechnology(suchascorpusanalysis)todeepenerrorclassificationandexplorethecommonalityoferrorsincross-linguisticcontextstopromotetheglobalizationpracticeofsecondlanguagewritingteaching.3Methodology3.1ResearchQuestionsThisstudytakesCorderErrorAnalysisTheoryasaguidetosortoutandanalyzetheerrorsinjuniorhighschoolstudents'Englishwriting.Then,throughquestionnairesandinterviews,itaimstoexplorethecausesofwritingerrorsindepthandproposecountermeasurestoimprovetheirwriting.Specifically,thisstudywillexplorethefollowingissues:WhatarethetypesanddistributionoferrorsinmiddleschoolstudentsEnglishwriting?WhatarethecausesofEnglishwritingerrorsamongmiddleschoolstudents?WhatcountermeasurescanhelpjuniorhighschoolstudentsreduceEnglishwritingerrorsandimprovetheirEnglishwriting?3.2ResearchSubjectsThisstudywasconductedinajuniorhighschoolinChongqing,anurbanpublicschool,andincluded150eighth-gradestudentsandthreeEnglishteachersfromClasses1,2,and3.AllstudentshavebeentaughtaunifiedEnglishcurriculumsincethethirdgradeofelementaryschool,andhavebeenstudyingforthesameamountoftime.Thestudysampleconsistedofeighth-graderegularclassstudentswhoseEnglishproficiencywasassessedasmoderate(averagescoreof70-80)usinganentrancetesttoexcludeextremevalues(suchasexceptionallygiftedorexceptionallypoorstudents).ThereasonforchoosingtheeighthgradestudentsastheresearchsubjectsisthatlastyearIinternedintheeighthgradeoftheschoolandgottoknowthemwell,andtheeighthgradeisatthestageofthewholejuniorhighschool,thestudentsofthisgradehavealreadymasteredacertainamountofEnglishvocabularyandlearnedthebasicgrammar,buttherearecertainloopholesinEnglishwritingcomparedtothestudentsoftheninthgrade,sothestudentsofthisgradearethemostsuitablesubjectsforthestudy.TheselectedEnglishteachershadmorethanfiveyearsofteachingexperienceandwerefamiliarwithstudents'Englishwritingandclassroomperformance.Theywereinterviewedtoobtainacomprehensiveunderstandingofthecausesofthestudents'writingproblems.3.3ResearchInstrumentsInthisstudy,threemainmethodswereusedtoanalyzetheEnglishwritingerrorsofeighth-gradestudents:textanalysis,questionnaires,andinterviews. 3.3.1WritingtestAccordingtothegeneralstepsofCorder'sErrorAnalysisTheory,Englishcompositionsfromthemidtermexaminationpaperofthesecondsemesterof2024oftheeighthgradeofajuniorhighschoolinChongqingwereselectedastheresearchsampleforthisstudy.Afterexcluding20essaysthatdidnotmeetthewritingrequirementandplagiarizedthereadingmaterialsofthetestpaper,atotalof130validessayswerecollected.Thewritingrequirementofthemidtermexamwastowriteashortessayonthetopicof“HowtoKeepHealthy”,givinggoodadvicetothosewhohavepoorl