如何提升英语学习者的写作能力,一直是英语课堂上亟需解决的问题。尽管老师和学生都投入了大量精力和时间来进行写作操练,但学生的语言输出效果却不令人满意。本研究中,笔者通过在实验班和控制班进行的对比实验教学,力求证实错误分析理论对高职英文写作教学的指导性意义和检验所采用的多种纠错及教学策略的有效性。 How to improve the writing ability of English learners has always been an urgent problem to be solved in English class. Although both teachers and students put a lot of effort and time into writing practice, the students’ verbal output was unsatisfactory. In this study, the author tries to prove the guiding significance of error analysis theory in higher vocational English writing teaching and verify the validity of multiple error correction and teaching strategies through comparative experiment teaching in experimental class and control class.