Error Analysis in the Use of Non-Finite Verbs in English Writing of High School Students

Ting Li

doi:10.63313/EDU.9025

Authors

Ting Li School of Foreign Languages, Nanning Normal University, Nanning, Guangxi Zhuang Autonomous Region, China Author

DOI:

https://doi.org/10.63313/EDU.9025

Keywords:

Non-finite verbs, Error analysis, Contrastive analysis, Language transfer

Abstract

Non-finite verbs, as a challenging aspect of grammar learning for English Foreign Learners, writing errors often happen in the English writing of Chinese high school students. By analyzing the English compositions of 48 first-year high school students from a school in Wuhan, this study explores the frequency of non-finite verb usage, types of errors, and their underlying causes. The finding reveals that non-finite verbs appear in all samples, with infinitives being the most frequently used (46.26%) and also the most accurately applied (76.47%). Gerunds follow (38.78%, 71.93%), while present participles are the least used (14.96%) and have the lowest accuracy rate (68.18%). The major error types include misuse of fixed collocations, inconsistent logical subjects, and errors in tense or voice. Analysis of the causes indicates that negative transfer from the native language, limitations of rote memorization, and differences between Chinese and English thinking are the main factors. Based on contrastive analysis and error analysis theories, recommendations are proposed for teaching, such as emphasizing differences between Chinese and English, providing rich comprehensible language input, and enhancing targeted practice to improve students' competence and performance. This research offers practical insights for the learning and teaching of non-finite verbs.

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