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have corrected the errors, it is time to categorize them. Error categorizationis a necessary step before properly analyzing errors in data. Concerning previous studies,different researchers have adopted different types of categorization, thus producingdifferent results (Sui, 2007). However, the author finds that no ready-made way ofcategorization is all-round and suitable for the results we got. That is why we did not useold ways of error categorization in this present study. And different from the other studies,in this thesis error categories are not predetermined, but data-based here. Undoubtedly, wedid not have the present framework of error categorization at once, but graduallysummarized the error types after identifying and correcting errors, out of authentic studentpieces.Based on the errors students committed, we categorized all the errors in both juniormiddle school and senior high school students’ compositions into four types: substanceerrors, text errors, pragmatic errors and discourse errors. Each is subdivided, which will beshowed in the following part. To give a more vivid impression, the author will here givespecific examples for each error type and examine them before we discuss the proportionsof these types.

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Conclusion

It is very common to make errors in EFL learning process. They are inevitable, butthey play a quite important part in EFL learning. Not only teachers but also studentsthemselves should adopt a positive attitude to the errors in their writings. First, errors arenot the signs of failure but signs of developing; then errors can provide the students withfeedback during their language learning process; last but not least, they can remind thestudents constantly in what aspects there are still problems and guide them towardsimprovement, even success.As for teachers, they should hold the idea that making errors do not mean that thestudents fail in learning language. The teacher should never permissive but take an activeattitude towards students’ errors. If not, fossilization may occur. Therefore, teachers shouldmake effort to help their students correct their errors and if possible provide efficientfeedbacks on their errors. As for errors, teachers and students should hold a positiveattitude towards it and try to make progress with its help.
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Reference (omitted)

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