英语写作，作为听、说、读、写四项技能之一，在高中英语教学中占有非常重要的地位。相较于其他三种技能，写作也被认为是最难以掌握的技能。尽管国内外对于英语第二语言学习者的写作错误已有众多研究，但对中国少数民族英语学习者的研究却非常有限。文章选取120名蒙古族高中三年级学生的英语作文，对句法错误从三个角度进行了错误分析，旨在发现其写作中的错误特点、类型及根源，进而得出对英语教学的启示。 第一章对总体文章从选题背景、研究意义及文章总体结构进行了介绍。第二章文献回顾介绍了对比分析和错误分析的概念，并陈述了错误分析的重要性及先关研究。然后，列举了国内外关于句法错误分析取得的实证性成果。第三章阐述了本文研究的方法论。第四章对学生的英语句子进行了三个层次错误分析。本文首先找出了学生习作中的错误，接着分析错误产生的根源，对各类错误出现的频率进行了统计。最终归纳总结出三大显著特点：一、从句错误占了最大比例，句子错误紧随其后；二、语际错误和语内错误是导致学生出错的主要原因。其中汉语的迁移较为明显。三、学生写作中出现“逃避”策略。第五章针对以上发现，从三个方面对英语写作教学提出了启示，同时从四个角度列举本研究的局限性并提出相应建议使将来的相关研究更趋成熟完善。

English writing, which is one of the four language skills along with listening, speaking and reading, plays a significant part in English teaching and learning of senior high school. In comparison to the rest, writing is considered to be the most difficult language skill. Though much research has been done on EFL learners’ writing both abroad and at home, studies of the minority ethnic EFL learners’ errors are still insufficient. The present study collected writings of 120 Mongolian senior high school students of grade three. On analysing the syntactic errors committed in the writings, this study aims at classifying the syntactic errors from three aspects to provide a sketch of Mongolian senior high school students’ syntactic errors and try to detect the causes of these errors, so as to make pedagogical suggestions in improving their English language proficiency. The first chapter serves as an introduction to clarify the background and significance of the research quesiton, and general organization of the paper. In the second chapter, the author introduces relevant theories, including Contrastive Analysis, Error Analysis, and states the significance of EA and empirical results from studies of EFL learners’ writing errors. The third chapter states the research design. The fourth chapter classifies the syntactic errors from three aspects. The present study firstly detected learners’ syntactic errors, and tries to dig out the causes of particular types. The frequency of each type of error is counted. Major findings of this chapter are: first, clause errors rank the top percentage of the syntactic errors, followed by sentence errors; second, interligual errors and intralingual errors are the major causes of these errors, of which interlingual transfer from Chinese is obvious; third, avoidence strategy appeared in the collected samples. Finally the fifth chapter promotes pedagogical implications on the basis of the findings above and states the limitations and suggestions for further investigation in this field.