English writing is important for the achievement of native-like competence, but for most Chinese learners who study English as a foreign language , English writing is difficult to learn. In order to see how hard English writing are handled by Chinese English learners, an attempt made in this paper to examine the following two questions: 1) what are the types and characteristics of Chinese English major college students’ English writing errors? 2) what are the possible causes of these errors? Data for this study come from a questionnaire investigation conducted among Chinese English majors in Zhejiang University and literature research. The major findings are as follows: The number of Chinese English major college students’ English writing errors can be classified into three categories. They are: The major cause of these errors could be attributed to the negative transfer of the mother tongue. Keyword: Chinese English major; English writing; thinking mode; errors and analysis
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Formulating new ideas can be difficult because it involves transforming or reworking information, which is much more complex than writing as telling. By putting together concepts and solving problems, the writer engages in “a two-way interaction between continuously developing knowledge and continuously developing text” (Bereiter & Scardamalia, 1987, p. 12). A number of Chinese teachers of English have made imperial studies about the common errors in Chinese learners' writings(黄强，2002;俞可音等，2002;李德煌，张会欣，2003;严立东，2004;吕秋凝,20 04).俞可音等(2002:49). found that collocation errors account for the top one type of errors in learners' writings. As they involve a wide range of English vocabulary, collocation errors have greatly affected learners' expression of English.
This paper explores error in Chinese English major college students’ writing in relation to particular aspects of second language acquisition. This paper is divided into four parts. Part one is an introduction. Part teo documents several linguists' researches on English writing. Part three deals with the study by the present author on the common errors in Chinese EFL learners' writings and the attempt to explore possible reasons for such errors in terms of (1) nature of collocation, and (2) learner strategies. Part four is a summary of the whole paper. A brief survey of the nature of L2 writing and L1 models of the writing process illustrates why it is difficult to apply L1 research to a model for second language writing. Further, certain social and cognitive factors related to second language acquisition show that strategies involved in the language learning process also affect L2 writing. With a discussion of these factors, fundamental questions about error in writing and L2 proficiency are raised. It should then become apparent that the process approach to writing instruction can only be effective if these two components are taken into consideration.
Most common English writing errors
Influence on English Writing by many factors, such as vocabulary, grammar, English language structure differences and cultural differences, differences in ways of thinking, Chinese writing skills and a variety of English language knowledge and skills. English Writing is closely related to the typical error and the first three, students often guilty of grammatical errors and syntax errors vocabulary, but also with the direct translation of the Chinese thinking Chinglish. To College English Test Level B in an essay exam simulation example: Word vocabulary errors
word vocabulary errors include part of speech errors, replace the error, omission-type errors, redundancy-based error, repeat...