高中生英语写作过去时语内偏误研究

A Study on Intra-Lingual Errors of the Past Tense in Senior High School Students’ English Writing

摘要: 英语写作是高中英语教学的重要组成部分，学生写作水平在一定程度上反映其对英语知识的综合掌握程度。过去时作为描述过去事件的基础时态，其正确使用是衡量写作能力的关键指标，但也是中国高中生学习的难点。本研究以偏误分析理论为理论基础，以重庆万州高级中学高一(10)班和高一(21)班80份学生英语写作为样本，结合教师访谈，探究学生英语写作中过去时语内偏误的类型及成因。研究发现：学生过去时偏误主要包括四种类型——一般过去时的遗漏(占比40%)、不规则动词过去式拼写错误(26.7%)、时态一致性缺失(20%)以及现在完成时的误用(13.3%)，其中一般过去时遗漏问题最为突出。成因分析显示，偏误产生主要源于三方面：学生语言知识掌握不系统(时态概念混淆、不规则动词记忆薄弱)、母语负迁移与认知惯性(汉语分析型语言特征干扰、语境逻辑认知不足)、教学与学习策略局限性(时态教学碎片化、学习策略单一)。基于研究发现，本文提出具体的教学改进方案，以“沉默的目击者”——故事链写作任务为例，设计了适配40分钟课时的教学活动，通过情境化叙事强化学生过去时运用意识，并配套“时态侦探评估清单”培养学生的元认知监控能力，将笼统的教学原则转化为可执行的教学步骤，为一线教师提供具有操作性的参考。

Abstract: English writing has always been a crucial component of senior high school English education, and students’ writing proficiency reflects their mastery and application of comprehensive English knowledge to a certain extent. As the basic tense for describing past events, the correct use of the past tense is a key indicator of writing ability, yet it also poses a learning difficulty for Chinese senior high school students. Grounded in error analysis theory, this study takes 80 English writing samples from students in Class 10 and Class 21 of Grade 1 at Chongqing Wanzhou Senior High School as its research subjects, and incorporates teacher interviews to investigate the types and causes of intra-lingual errors in the use of the past tense in students’ English writing. The research findings indicate that past tense errors in students’ writing primarily fall into four categories: omission of the simple past tense (accounting for 40%), spelling errors in the past tense of irregular verbs (26.7%), lack of tense consistency (20%), and misuse of the present perfect tense (13.3%). Among these, the omission of the simple past tense is the most prominent issue. Cause analysis reveals that these errors mainly stem from three aspects: students’ unsystematic mastery of linguistic knowledge (confusion of tense concepts, weak memorization of irregular verbs), negative transfer of mother tongue and cognitive inertia (interference from the characteristics of Chinese as an analytic language, insufficient awareness of contextual logic), and limitations in teaching and learning strategies (fragmented tense instruction, monolithic learning strategies). Based on the research findings, this paper proposes a specific teaching improvement plan, exemplified by the “Silent Witness”—a story chain writing task designed to fit a 40-minute class period. This activity enhances students’ awareness of past tense usage through contextualized narrative writing and is accompanied by a “Tense Detective Evaluation Checklist” to cultivate students’ metacognitive monitoring skills. This transforms general teaching principles into executable teaching steps, providing frontline teachers with operational references.