Research on the Analysis and Strategies of Predicate Verb Errors in High School Students’ English Writing

近年来，写作在高考英语中占据越来越多的分值，且写作考试形式也变得更加新颖灵活，这无疑增加了高中英语的写作难度。然而由于母语负迁移和目的语输入不足等原因，写作已经成为我国高中生学习英语的一大痛点，而谓语动词又是所有英语词类中最难掌握的，所以高中生在其使用上错误频出，本研究从重庆市万州区某两所高中的高一、高二两个年级收集到的187份有效的写作文本中随机抽样出100份写作材料作为研究对象，采用文本分析法和数据统计法，运用错误分析理论与迁移理论，主要探讨了高中生在英语写作中谓语动词的错误类型，并对其原因进行分析，以期能够找到提高写作教学质量的有效对策，从而增强高中生的英语写作能力。研究结果表明：1) 动词错误在高中生英语写作错误中占比最大，其中谓语动词错误占大部分；2) 主谓一致错误、语态错误以及动词省略/冗余错误是高中生英语写作中谓语动词的主要问题；3) 高中生英语写作中谓语动词的错误主要受到语际错误、语内错误以及诱导性错误的影响。笔者基于这些发现提出了一些建议及对策。In recent years, writing has occupied an increasingly significant proportion of scores in China’s National College Entrance Examination English tests, and the writing tasks have become more novel and flexible in format, undoubtedly elevating the difficulty of English writing for senior high school students. However, due to factors such as negative L1 transfer and insufficient target language input, writing has emerged as a major challenge for Chinese high school students in English learning. Among all word classes, verbs—particularly predicate verbs—are the most challenging to master, leading to frequent errors in their usage. This study collected 187 valid writing samples from first- and second-year students at two senior high schools in Wanzhou District, Chongqing, and randomly selected 100 texts as research subjects. Employing textual analysis and quantitative data analysis methods grounded in Error Analysis Theory and Transfer Theory, the study investigated the types of predicate verb errors in high school students’ English writing and analyzed their causes, aiming to identify effective strategies for improving writing instruction and enhancing students’ English writing proficiency. The findings indicate that: 1) Verb-related errors constitute the largest proportion of writing errors, with predicate verb errors being the most prevalent; 2) The primary predicate verb errors include subject-verb agreement errors, voice errors, and verb omission/redundancy errors; 3) These errors are predominantly influenced by interlingual errors, intralingual errors, and induced errors. Based on these findings, the researcher proposes targeted pedagogical recommendations and countermeasures.