中职英语写作错误分析及其对策 衡阳幼儿师范学校 陈雅莉摘要写作作为一种产出技能，对中职学生而言，正成为一种越来越迫切的需求，有必要进一步提高长时间以来，学生的英语学习情况良莠不同，写作过程中错误类别涵盖范围广，作者对学生所出现的错误做了统计分析，并针对这些错误提出了一些可以应用于中职英语写作课堂中帮助学生减少错误的有效策略及方法，由此促进学生的学习以及增强他们的英语写作能力关键词】中职英语，写作错误，策略“写”是四项基本语言技能之一，其重要性是不言而喻的而英语写作教学一直被批为“耗时低效能”，许多学生课堂上学到不少语言知识，但一到要写作时却无法做到灵活正确地运用所学的短语和句型等老师们不遗余力多地做着批改这项工作，以至于学生的作业上遍布红色印记，但收效甚微，学生的英语写作能力长时间没有多大的改进如何解决难教难写这些问题已成为摆在我们中职英语教师面前的一个急待深入探讨的课题目前,学生英语写作中的常见问题主要有以下几个方面1. 词法错误在表达中，相当一部分学生不能选择恰当的词语例如: 误： After helping people in trouble, I feel so content and pri. 正：After helping people in trouble, I feel so contented and proud. 误：It only spends us 15 minutes to go to the park from the center of the正：It only takes us 15 minutes to go to the park from the center of the city by bus. 误：The lady thanked me in a smile.正：The lady thanked me with a smile.2. 前后不一致学生在写作过程中, 通常侧重于表达自己的想法,而忽视了人称、格、时态、语态 、数等的一致。
例如：误： Someone agree to it . 正：Someone agrees to it. 误： A person who has good friends enjoyed life more.正：A person who has good friends enjoys life more.误：It’s just two different methods to achieve success finally. 正：They are just two different methods to achieve success finally.3.中式英语由于母语的干扰，学生所写的句子往往是用单词和语法机械地堆积在一起的"中式英语"，不符合英语表达习惯例如：误： In my hometown, there are a lot of things changed.正：In my hometown, a lot of things changed.” 或 “In my hometown, there are a lot ofthings that have changed.”误： Bad habits have a bad influence to our lives.正：Bad habits have a bad influence on our lives. 误： College students usually ask money from their parents. 正：College students usually ask their parents for money. 4.句法错误：在表达句子时,学生对句式结构不熟悉,常会出现以下错误。
例如：误：Many people prefer taking subway to go to work, Because it is fasterand cheap.正：Many people prefer taking subway to go to work because it is fasterand cheap.误：The girls made the fire the boys cooked the food.正：The girls made the fire. The boys cooked the food.误：He doesn’t know whose books are they.正：He doesn’t know whose books they are.5. 逻辑错误 一些学生缺乏逻辑思维以至于组织语言出现前后矛盾或脱节例如：误：The harder I tried, the worst I spoke before the whole class.正：The harder I tried, the worse I spoke before the whole class.误：We give back his lost purse, he thanked us and gave us no reward. 正：We give back his lost purse, but he thanked us and gave us no reward. 写作训练中，教师应加强，以帮助学生掌握要领、减少障碍和提高写作能力，具体思路如下：1.激发学生写作的兴趣。
根据 Willims, M. & R.L.Burden 的认知、社会建构主义学习动机理论，目标任务本身所赋予的价值越大，它给予个体的激励值也越大，因而个体越趋向于决定去完成这项任务，并愿持续地付出努力（杜福兴，2003）要引起学生的写作兴趣不仅要求教师善于发掘日常交际题材和捕捉兴趣热点，还要求教师要善于利用各种画面、图表等手段来进一步激发学生写作的动机和愿望，从而带着交际的目的和意识去写2.巧妙合理地设计写作练习英语写作要想充分地表达自己的思想，除了要拥有足够的词汇量、准确掌握词的涵义外，还要能写出语法正确、符合英语表达习惯的句子因此，我们在训练学生写作能力时创设多层次练习，比如词类转换、习惯用法、从句的所指统一性、句型转换、连接或扩展句子、完形填空、根据关键词（句）写句或短文目的是让学生掌握这些词句的用法和涵义，扩大表达词汇量，写出符合英语习惯的句子从遣词造句入手，循序渐进地培养学生的写作能力研究表明，“没有一种教学措施能比让学生多写更有助于改进教学效果”（吴庆麟，2000），所以，重要的是创造条件多练，让学生在练中熟悉词汇的用法，掌握句型以下是多层次、多类型地让学生练习的方法：1）缩写：缩写下列句子，但不改变原句意思：If we had your help, we might succeed in finishing our task. →With your help, we might succeed in finishing our task.2）扩写：扩展句子，给原句作出合理的补充：The clothes must have been washed by Mary.→I think the clothes must have been washed by Mary; the little girl isquite a help to her mother, you know.3）用所给的句子及单词写作，这样可以培养学生逻辑思维和运用关联词组合句子的能力：句 A：It is suggested that television be forbidden for a period of time each evening.句 B：This suggestion may be a worthwhile one.关键词：suggest; communicate; mental; together; worthwhile例文：It is suggested that television be forbidden for a period of time each evening. As social scientists have long noted, too much television watching damages a family’s ability to communicate with one another; and may actually lead to some forms of mental illness as well as a rising rate of divorce. Forcing families to turn off their television each evening may indeed be a way of bringing them together. Therefore, this suggestion may well be a worthwhile one. It would, however, have some difficulty in putting it into effect.4）仿写：通过背诵重要句型，使学生在不断地机械操练中，逐渐学会灵活运用并举一反三。
比如：知道 so that 是“如此 以至于”后可以让同学模仿该句型造句：“他如此用功以致老师表扬他”等等5）改写：要能改变句中的划线部分，造出新句，比如学了句子：“She finds it important to study hard.”后，先要弄清这句子的基本结构，然后，要改变句中的划线部分,再造出以下相类似的句子来A. Tom found it important to learn English well.B. Alice finds it necessary to write a letter to her friend immediately.6）句型转换：做句型转换练习，学会一句多种表达，如：在“He was forced to leave his homeland for political reasons. ”句中“was forced to leave”可用“was made to leave；could do nothing but leave; had to leave；had no choice but to leave” 等替换再比如：学了句型“As soon as she saw it she knew what had happened”后，应让学生知道该句型还有以下表达法。
A. On seeing it, she knew what had happenedB. At the first sight of it, she knew what had happenedC. The moment she saw it she knew what had happened此外，要克服母语对英语写作的干扰，就必须设计一系列中英文思维转换训练，如：（1）进行词义辨析，从单词含义上入手，分清近义词之间的区别； （2）尽量创设语言环境，使学生在语境中训练如何准确用词；（3）引导学生有意识地比较中英文的句式结构或表达习惯上的差异；（4）进行各种练习，如改错、翻译、分析长句结构、句子排序、典型习作评改、在阅读英语原文的基础上比较英汉篇章组织、思维方式以及表达方式上。