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ling arefrequent in the university students’ English writing and greatly interfere with overallcomprehension of ideas being expressed.In a research on the grammatical errors of the undergraduate English writing in China,(Zhang Min,2008) observes that most Chinese learners of English do not display a high levelof English proficiency. According to the author’s findings, syntactic errors are the mostcommon in the students’ written compositions. He especially notes that even theundergraduate students are as yet to master some of the grammatical aspects in the Englishlanguage. Errors at word and discoursal levels are also noted in the English writing ofundergraduate students.It is from this background that this study seeks to examine the English writing of thesecond year undergraduate students majoring in communication, focusing on the grammaticalerrors that the students make as they express themselves in English writing.


1.2 Statement of the Problem问题状态

This study seeks to examine and analyze the grammatical errors in the English writing ofsecond-year undergraduate students studying communication in Shandong Normal University,China. According to Richards et al. (1985) an error refers to the use of a linguistic item in away which a native speaker of the language regards as showing fault or incomplete learning.In this study, an error refers to a linguistic form or combination of forms which in the samecontext and similar conditions of production would in all likelihood, not be produced bynative speakers.Available literature on second and foreign language learning indicate that learners ofEnglish at all levels are bound to make grammatical errors in their attempt to achieve amastery of the language. Grammatical errors occur in the structure of words, phrases, clausesand sentences. The study focuses on the errors that occurred in the students’ English writing,for example, in the use of nouns and noun phrases, verb phrase, complementation, adverbs,adjectives, prepositions, word order and concord.A systematic identification and analysis of the errors made by second year undergraduatestudents studying communication is necessary in order to create an awareness of the possiblecauses of these errors and with the help of available literature on error analysis, proposepedagogic strategies that can be used to reduce these errors.

1.3 Research Objectives研究目标


The study had the following objectives:1) To identify and categorize the most common types of grammatical errors in thesecond-year undergraduate students’ English writing.2) To find out the frequency of these errors.3) To infer, with the help of available literature on error analysis, the possible causes ofthese errors.4) To extract from the available literature on error analysis pedagogic strategies to reducethese errors.


1.4 Research Assumptions研究假定


This study assumed that:1) There are various types of grammatical errors in the English writing of the second-year undergraduate students in China.2) Verb phrases related errors are the commonest in the students’ English writing.3) Overgeneralization is the main cause of grammatical errors in the students’ Englishwriting.4) There are certain pedagogic strategies in the current literature on error analysis thatcan be used to reduce the students’ errors.


1.5 Justification of the Study研究证明


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