国内学生英语写作偏误研究综述

Analysis of Errors in Chinese Students’ English Writing: A Literature Review

摘要: 分析学生英语写作偏误对于提升英语写作教学实践具有重要参考价值。研究对2003~2024年发表在中国知网(CNKI)上关于学生英语写作偏误的98篇国内文献进行系统梳理。经文献梳理发现，关于学生英语写作偏误类型的研究涵盖动词时态混淆、连词缺失、指称模糊等内容；关于学生英语写作偏误归因的研究包括母语负迁移、中西方思维差异、学生写作动机偏低等内容；关于学生英语写作偏误对策的研究多聚焦于可理解性输入、多模态输出及汉英对比教学等教学对策。值得注意的是，在现发表的关于国内学生英语写作偏误的文献中，研究对象较为单一，多集中在高中及非英语专业大学生，对初中及小学阶段关注相对不足，有望未来的研究能够扩大研究对象，丰富研究方法，把握学生英语写作偏误动态发展。

Abstract: Analyzing errors in students’ English writing holds significant reference value for enhancing English writing teaching practices. This study systematically reviewed 98 domestic publications on Chinese students’ English writing errors published on the China National Knowledge Infrastructure (CNKI) platform between 2003 and 2024. The literature review reveals that research on error types primarily covers verb tense confusion, conjunction omission, and ambiguous reference. Studies on the causes of errors frequently attribute them to negative L1 (Chinese) transfer, differences between Chinese and Western thinking patterns, and low student writing motivation. Research on error countermeasures predominantly focuses on pedagogical strategies, such as comprehensible input, multimodal output, and contrastive Chinese-English instruction. Notably, the existing literature exhibits a limited scope in its research subjects, predominantly focusing on high school students and non-English major university students, with insufficient attention paid to primary and junior high school levels. Future research should expand the scope of subjects, diversify research methodologies, and capture the dynamic development of English writing errors among students.