高中生英语写作中的动词时态错误成因及教学策略研究

Research on Causes and Teaching Strategies of Verb Tense Errors in High School Students’ English Writing

摘要: 本研究以重庆市万州第三中学高二年级5个平行班(共300名学生)、河南省商丘市民权县高级中学高一年级5个平行班(共300名学生)、广东省实验中学高三年级5个平行班(共300名学生)的1800篇英语作文(记叙文、议论文各900篇)为样本，通过作文语料分析、问卷调查及教师访谈，探究高中生英语写作中动词时态错误的类型、成因及改进策略。研究发现，学生时态错误主要表现为时态混淆(占42.3%)、时间状语与时态不匹配(31.7%)、主谓一致错误(26%)。成因涉及母语负迁移、语法概念模糊及教学反馈不足。基于此，本文提出“时态情境化教学”“错误类型分级训练”等策略，为高中英语写作教学提供参考。

Abstract: This study investigates the types, causes, and improvement strategies of verb tense errors in high school students’ English writing. The analysis draws on a corpus of 1800 English compositions (900 narrative and 900 argumentative essays) from five parallel classes of Grade 11 students at Chongqing Wanzhou No. 3 High School (n = 300), five parallel classes of Grade 10 students at Minquan County Senior High School, Shangqiu City, Henan Province (n = 300), and five parallel classes of Grade 12 students at Guangdong Experimental High School (n = 300). Employing composition analysis, questionnaires, and teacher interviews, the findings reveal that tense errors primarily manifest as: tense confusion (accounting for 42.3% of errors), mismatch between time adverbials and tense (31.7%), and subject-verb agreement errors (26%). Key contributing factors include negative transfer of mother tongue (Chinese), ambiguous grammatical concepts, and insufficient instructional feedback. Based on these findings, this paper proposes strategies such as “contextualized tense teaching” and “graded error-type training,” providing pedagogical implications for English writing instruction in high schools.