Error Analysis and Second Language Writing

Khansir, Ali Akbar

doi:10.4304/tpls.3.2.363-370

Cited by 29 publications

(26 citation statements)

References 6 publications

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“…This finding is slightly different from Khansir's (2013) research finding on Indian and Iranian undergraduate students showing that the maximum errors committed by research subjects were punctuation while the minimum errors were spelling.…”

Section: ) My Mother Likes Watching Korean Drama But I Like Indonesicontrasting

confidence: 56%

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EFL Students’ Sentence Writing Accuracy: Can “Text Analysis” Develop It?

Rustipa¹

2017

IJEL

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Sentence writing is inevitably needed in order to be able to write a longer text because the mastery of writing various types of sentences will facilitate writers to produce a good writing style. However, writing accurate sentences constitute problems for many EFL learners. One way to solve the problems is finding out a teaching strategy that can help the students to learn sentence writing more effectively. This study is an attempt to develop a strategy to teach sentence writing, aiming at knowing the effectiveness of text analysis to enhance the students' competence to write accurate sentences. An experiment was done in a classroom context by comparing the sentence writing accuracy of the students taught with a teaching strategy covering text analysis (experimental group) and that of the students taught with a teaching strategy without text analysis (control group). The study revealed that there is significant difference between the sentence writing accuracy of the students in the experimental group and that of the students in the control group. The students of the experimental group outperformed those of the control group. It means that text analysis is effective to develop EFL students' sentence writing accuracy. This is because text analysis is one way to learn grammar; it also strengthens the concept the students have learned. Based on this conclusion, it is suggested that a writing teacher ask the students to do text analysis in teaching sentence writing.

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Section: ) My Mother Likes Watching Korean Drama But I Like Indonesicontrasting

confidence: 56%

“…So, college teachers should not overlook grammar teaching while they are teaching writing. Khansir (2013) exploring errors made by Iranian and Indian undergraduate students found out that the maximum errors committed by the research participants were punctuation. And the minimum errors made by the students were spelling.…”

Section: Introductionmentioning

confidence: 99%

EFL Students’ Sentence Writing Accuracy: Can “Text Analysis” Develop It?

Rustipa¹

2017

IJEL

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“…This stems from the fact that it is considered as an analytical tool that learners use in order to learn (Khansir, 2013). The outcome of error based analysis of students' essays therefore serves as an effective means of improving the language of students as it gives them an insight into some errors that they usually make in their writing.…”

Section: Review Of Pioneering Studies On Error Analysismentioning

confidence: 99%

“…The study also had as an additional aim of providing remedy to curb the situation by outlining and recommending measures that can be adopted to curb those errors that were identified in the students' written texts. By making use of 200 non-native speakers of English students from two main geographical settings (Indian & Iran) at the undergraduate levels, Khansir (2013) posited that the Iranian students committed 3,045 errors in their writing while their Indian counterparts had 3,274 errors. Khansir (2013) further confirmed that "punctuation" errors dominated the errors that were identified in the essays of students from the two different cultures.…”

Section: Review Of Pioneering Studies On Error Analysismentioning

confidence: 99%

Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

Amoakohene¹

2017

IJHE

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Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students' academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis.

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“…The analysis on errors made by ESL learners can be seen in the study of Khansir (2013). He compared and examined the error types found in the written products of ESL and EFL students.…”

Section: Previous Studiesmentioning

confidence: 99%

An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students

Sermsook¹,

Liamnimitr²,

Pochakorn³

2017

ELT

112

110

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The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students' sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students' first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students' writing errors is genuinely needed.

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Error Analysis and Second Language Writing

Cited by 29 publications

References 6 publications

EFL Students’ Sentence Writing Accuracy: Can “Text Analysis” Develop It?

EFL Students’ Sentence Writing Accuracy: Can “Text Analysis” Develop It?

Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students

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