摘要 本文旨在运用错误分析理论来分析高中学生在写作中的定语从句错误。以前的学者总结了英语定语从句错误类型但是没有说明如何能把错误分析理论应用到具体教学活动中。本次研究采用观察法与标本采集法，具体收集了212份学生作文作研究使用。通过分析，总结了学生经常犯的定语从句错误类型以及发现导致学生的深层原因。最后，通过错误分析理论，本次研究提出了一些教学建议：对于老师，应当给学生的错误提供正确的反馈以及教授系统的语法知识；对于学生，他们应该多记忆相关的词汇跟短语，并增加英语语言的输入与输出。论文建议研究者可以采用更多的文本并且关注学生写作中的正确和错误的句子来分析学生对于英语语法的掌握情况。

This study aims to analyze the error types produced by senior high school students in writing. Previous research has discovered the types of attributive clause errors by means of Error Analysis. However, they didn’t show how to apply Error Analysis Theory into teaching to improve students’ language acquisition. The current research adopts observation and collecting samples, and 212 pieces of students’ paper were collected to analyze. The finding shows the main error in studying is the misuse of relative pronouns and provides evidence that lack of grammar knowledge causes this error. The main conclusion is that according to the analysis, this thesis puts forward some suggestions: For teachers, they should give students proper feedbacks and teach with systematical grammar rules; for students, they should memorize more vocabulary and idioms and increase input and output of English. The dissertation recommendations that the researchers can make more students engaged in study and concern both errors and correction of students’ output.