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4.1 Writing Tests

The author reviewed the students’ writing materials one by one from October 27th, 2015to November 1st, 2015. In the 137 writing materials, only 128 were used. The other nine wereexcluded. Among these five were copied from the internet, and four were not finished withenough words. There are 449 verb errors in the 128 pieces of writing materials. Each studentscommitted three or four verb errors on average. The exact distributions of different errortypes are as follows:As we can see from Table 4.1, there are twelve types of verb errors in all. They aresubject-verb disagreement, non-finite verb related errors, transitivity errors, verb and verbphrase misuse, tense misuse, word class misuse, adding and lack of verbs, modal verb misuse,verb voice misuse, auxiliary misuse, linking verb misuse and other errors.Subject-verb disagreement means the disagreement of number between the subject andpredicate in a sentence. From the survey, they author found that of the 449 errors, there are 77subject-verb disagreement errors which ranks the first with 17.15% of all.These errors are very common. The main cause may be the influence of the mothertongue. In Chinese, there is no person change in verbs. Verbs do not change no matter theyare the first, second, or third person, singular or plural. But in English, the verb after thesubject has to change by adding an “-s” or “-es” when the subject is the third person singularin the present tense. Talking about the third person singular, students will feel very familiar.However, errors will occur in practice and examinations. Students often ignore therelationship between the subject and the predicate when considering the tense, voice, spellingand other issues. 

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Conclusion

This thesis, based on Error Analysis Theory and Interlanguage Theory, analyze the verberror types and the causes of these errors of college students’ English writings by means ofinterview and text analysis. The main findings are as follows:
(1) By reviewing 137 college students’ writing materials, the author found that the errortypes of verbs, including subject-verb disagreement, non-finite verb related errors, transitivityerrors, verb and verb phrase misuse, tense misuse, word class misuse, adding and lack ofverbs, modal verb misuse, verb voice misuse, auxiliary misuse, linking verb misuse and othererrors.
(2) By comparing and analyzing different error types, the author found that in students’English writing, there existed a majority of verb errors. The most common types aresubject-verb disagreement, non-finite verb related errors, transitivity errors, verb and verbphrase misuse and tense misuse.
(3) By interviewing the students about the causes of errors, the author found that thecauses of verb errors are different, but there are mainly three aspects, including interlingualtransfer, intralingual transfer and environmental factors. Interlingual transfer is the first andforemost cause of errors.
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References (omitted) 
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