高一学生英语读后续写中逻辑连接词偏误分析——以万州高级中学学生读后续写为例

Error Analysis of Logical Connectors in Senior One High Students’ Continuation Writing—A Case Study of Continuation Writings by Students from Wanzhou Senior High School

摘要: 本研究在偏误分析理论指导下，采用文本分析、问卷调查和半结构化访谈的混合研究方法，分析重庆市万州高级中学高一(X)班53名学生读后续写中逻辑连接词偏误类型、偏误分布特点以及偏误原因。其中，研究分析的逻辑连接词包括增补、转折、因果以及时间这四类。经过分析表明，学生在逻辑连接词使用上存在明显偏误，尤其在转折和因果类连接词的运用上问题突出，其偏误成因涉及母语负迁移以及教学干预不足等方面。本研究还针对发现的问题，从教师教学指导、学生自主训练等层面提出了减少逻辑连接词偏误的建议，以期为高中英语读后续写教学提供参考。

Abstract: Guided by Error Analysis theory, this study adopts a mixed-methods approach integrating text analysis, questionnaire surveys, and semi-structured interviews to examine the types, distribution patterns, and causes of logical connector errors in continuation writings. The research sample comprises 53 first-year students (Class X) from Wanzhou Senior High School in Chongqing. Four categories of logical connectors were analyzed: additive, adversative, causal, and temporal. Findings indicate significant errors in students’ use of logical connectors, with particularly pronounced issues in adversative and causal connectors. Contributing factors include negative L1 transfer, underdeveloped logical reasoning abilities, and limitations in pedagogical interventions. Based on these findings, the study proposes actionable strategies for minimizing errors, encompassing enhanced teacher guidance and structured student autonomous practice, aiming to inform pedagogical approaches for English continuation writing instruction in senior high schools.