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4.2.2 Analysis on errors of various types and frequency......... 27
4.2.3 Description of errors....... 28
4.2.4 Causal factors analysis ......... 40
Chapter 5 Contrastive Experimental Teaching ...... 46
5.1 Application of redress strategies in writing in EC....... 46
5.2 Application of teaching strategies in writing in EC .... 51
5.3 Analysis and discussion on the result of this experimental teaching......... 57

Chapter 5 Contrastive Experimental Teaching

5.1 Application of redress strategies in writing in EC
To adopt the relevant teaching strategies, teachers should first think about how totreat and deal with student’s writing errors, which means employing certain errorcorrection strategies to deal with different errors. Errors not only symbolize the state ofdevelopment of the learner’s linguistic capacity, but work as the road marker for the EFLlearners to perfect their target language learning. During the English teaching process, thequestions that teachers must confront and answer are “Whether to correct students’ writingerrors at first sight?” and “How should errors be corrected and by whom?”. Afteranalyzing the causes of learner’s linguistic errors appropriately, the author chooses theright time and conducts the error correction strategies skillfully in the experimental class.The concrete redress strategies are as follows.

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Conclusion

Based on the Error Analysis theory, this thesis conducts an empirical study on thewriting errors made by the English majors in a vocational college. First, the author collectserrors from students’ writing samples, then, analyzes and explores the main types andcauses of these errors. Next, the author creatively raises some redress and pedagogicalstrategies and carries out a contrastive teaching experiment by practicing the newstrategies in the experimental class and still following the traditional error correction andteaching approaches in the control class. Finally, through statistical analysis of categoricaldata, comparisons are made to prove the effectiveness of those tentatively new modes.In the following, the author gives a summary of the major findings of the presentresearch in respect of research questions; then some pedagogical implications are providedfor the purpose of enhancing the efficiency of writing teaching; lastly a discussion on thelimitations of the current research is presented in order to give some suggestions for futurerelevant studies.
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Reference (omitted)

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