Analysis of Errors in the English Writings of Second Year English Major Students
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ANALYSIS OF ERRORS IN THE ENGLISH WRITINGS
OF SECOND YEAR ENGLISH MAJOR STUDENTS
RONALD CANDY S. LASATENMMSU College of Teacher Education
Laoag City
National Forum on Current and Emerging Practices
in Teacher Education:Challenges, Innovations and Transformations
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Introduction
Humans are capable for learning and
acquiring a language.
Chomsky (1965) claimed the existence ofthe mysterious language acquisition
device (LAD) to explain the learners'
mastery of their native but still learners
normally commit linguistic errors,especially in the acquisition of the second
language.
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There are two main reasons language
learners commit linguistic errors in the
second language.
1. interlingual/developmental
interference or negative language
transfer (Richards, Platt & Platt 1992)
2. intralingual interference
language being learned (TL),
independent of the native language(generalizations based on partial
exposure to the target language)
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Among the four macro-linguistic tasks,
writing is the most dominantmanifestation of errors for it is the most
intricate and most complex task (Allen
& Corder 1974).
Its level of difficulty varies between
native speakers (NS) who think in the
language used (in our case it will be
English) and non-native speakers(NNS) who think in their own native
language (in this case it is Iluko).
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While writing, non-native speakers
have, in general, to think about all
those rules they need to apply, rulesthat native speakers are supposed to
have automatized. Therefore, non-
native speakers are more prone to
making mistakes and/or committingerrors.
These linguistic errors are, in fact,
significant to Error Analysis, a type oflinguistic analysis that focuses on the
errors learners make.
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It consists of a comparison between
the errors made in the target language
(TL) and that target language itself ofwhich Pit Corder (1974) is the
proponent.
This cognitive approach sees errors asa clue to what is happening in the
mind. In this approach, errors are seen
as a natural phenomenon that occurs
as a first or second language takesplace, before correct grammar rules
are completely internalized.
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Moreover, Brown (1980) positively
viewed that such linguistic analysis
provides relevance to language
teaching, particularly in: 1) correcting
these errors in the classroom; 2)
providing grammatical explanations, and3) designing materials and curricula.
Indeed, the most noticeable language
errors are observed in learners writtenproductions.
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In the tertiary level, the English major
students, in particular, are not excused
from the phenomenon despite that the
students are exposed to the language in
almost all of their academic subjects.
It is in this picture that the researcher
was encouraged to conduct an error
analysis to the written outputs of the
second year English major students ofthe Mariano Marcos State University
College of Teacher Education.
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Objectives of the Study
The foregoing study has the following
objectives:
1) identify the types of errors committed bythe students in their English writings;
2) describe the errors made by the
students in their writings; and
3) draw out implications related to
language learning and teaching based
on the identified errors/difficulties..
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Significance of the Study
Students The study could give them the
true picture of what they really need to
learn and eventually find strategies and
means to solve the identified difficulties.
Teachers The study could trigger them to
develop appropriate instructional
materials and use effective teachingtechniques, and construct suitable tests
that address the needs of the learners.
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Significance of the Study
Syllabus and Curriculum Designers
The result of the study could help themdevelop responsive syllabus and
curriculum that directly address the
linguistic errors or difficulties of the
learners.
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Scope & Delimitations
The study aimed at identifying and
describing the linguistic errors of the 25
second year English major students in their
English writings.
The Taxonomy for Error Analysis of Corder
(1974) was used to treat the students
errors.
The taxonomy of errors are classified as
to: grammatical, syntactic, semantic, lexical
and substance/mechanics.
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Theoretical Framework
Transfer Theory describes the carryover of
previous performance or knowledge (L1) to
subsequent learning (L2).
Positive transferoccurs when the prior
knowledge benefits the learning task that is,
when a previous item is correctly applied to
present subject matter.
Negative transferoccurs when the previous
performance disrupts the performance on a
second task (interference/ interlingual transfer)
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Theoretical Framework
Error Analysis (EA) looks at the product
(error) to the process (why students make
errors). Errors are seen as a natural
phenomenon that occurs as learning an L1
or L2 takes place, before correct grammar
rules are completely internalized.
Cognitivism is the theoretical base of EA
which sees errors as a clue to what is
happening in the mind.
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Conceptual Framework
English Writings of theSecond Year English
Major Students
Error Analysis(Taxonomy of Error
Analysis)
Students errors on the
following aspects oflanguage :
grammatical semantic lexical syntactic substance/ mechanics
and their implications tolanguage learning &teaching
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Methodology
Research Design
Qualitative/Descriptive Research Design
Locale & SamplingMMSU CTE, Laoag City
25 second year English major students
purposive sampling techniqueEnglish-American Literature Class
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Methodology
Data Gathering Procedures
The students were asked to write a composition
observing the Standard English knowing thatthe students have already taken Introduction to
Linguistics and Structure of English. Likewise,
they were also instructed to write on not less
than 400 words but not more than 500 words.They were given sufficient time to write. They
started with an outline, then a first draft and a
final draft. Afterwards, the written outputs were
subjected to Error Analysis (EA).
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Methodology
Research Instruments
Taxonomy of Errors with the following
categories:
grammatical
semantic
lexical syntactic
substance/ mechanics
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Methodology
Research Instruments
English writings of the second year
English major students in one of theirliterature classes.
Statistical Treatment
Frequency
Percentage
Rank
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Findings/Results
Students Errors in their English Writings
Grammatical Errors (f) Percentage Rank
Tenses of verbs 38 49.35 1
Use of prepositions 13 16.88 2
Use of articles 12 15.58 3
Reported Speech 3 3.90 4.5
Infinitives 3 3.90 4.5
Singular/Plural 2 2.60 7.5 Adjectives 2 2.60 7.5
Relative Clauses 2 2.60 7.5
Possessive Case 2 2.60 7.5
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Verbs/Consistency of Tense
I answered and being obedient to
him, I agree to what he wants me to
take up.
I took a huge, heavy breath and
slowly get up my bed.
But an incident was happened.
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Use of Prepositions/Articles
I cannot get rid from (of) the mistake...
I was --- (in) second year high school...
... that can hurt --- (the) feelings of others.
A question I usually asked myself.
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Findings/Results
The result implies that the students were
not properly guided for being consistent
in verb tenses and in the use ofprepositions and articles. Thus, they
have to be given writing exercises that
could enhance their knowledge in the
consistent use of verb tenses and theproper use of prepositions and articles.
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Findings/Results
Syntactic Errors (f) Percentage Rank
Sentence structure 33 73.33 1
Coordination /
Conjunction 5 11.11 2
Nouns & Pronouns 5 11.11 3
Word Order 2 4.44 4
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Sentence Structure
... I was excited to be one of the centerof attraction...
Myself undesirable and unwanted.
(The student could not differentiate a
fragment from a sentence.)
...when we were together and hanging
out with each other.
(very wordy)
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Findings/Results
The finding means that the students have poor
knowledge on correct structure of English
sentences thus leading to confusion in the
meanings of their sentences. Thus, the needfor their teachers to give enrichment activities
on the said aspect is important. Also, the
teachers need to encourage and expose the
students to various reading materials toimprove their linguistic skills, particularly in the
syntactic aspect of language focusing on
sentence structure.
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Findings/Results
Lexical Errors (f) Percentage Rank
Word Choice 18 100 1
This implies that students vocabulary is
limited, which leads them to inappropriate
and improper word choice. Thus, theirteachers have to encourage them to read a
lot of materials to increase their vocabulary
banks.
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Word Choice
I took a huge, heavy breath and
slowly...
...those days bumped on my
mind...
they addjoy in our lives
and findits solution.
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Findings/Results
Semantic Errors (f) Percentage Rank
Literal Translation 18 100 1
The students could not express their ideas well in
English, thus they tend to translate their ideas
literally from Iluko to English language and the
intended meanings change due to very literaltranslation. It is believed that such error has been
caused by the interference and the negative
transfer of the L1 to the L2.
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Literal Translation
Repentance comes at last. - English
Ti panagbabawi ket ada itikamaudyanan na. - Iluko
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Findings/Results
Mechanical Errors (f) Percentage Rank
Punctuations 33 64.71 1Spelling 15 21.41 2
Capitalization 3 5.89 3
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Punctuations
...because we did things according to
how we wanted it done...
No, the other father you have, he replied.(Direct quotation/speech)
Sometimes _ you have to make a big
mistake just to figure it out.
(Sometimes,you have to make a big
mistake just to figure it out.)
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Findings/Results
It can be implied that the students
have difficulties on mechanics of
writing, particularly on the use ofpunctuations and correct spelling.
Thus, the teachers have to give
remediation on this aspect of writingto overcome the said difficulties.
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Findings/Results
Summary of errors transpired in the students
writings.
Linguistic Errors (f) % Rank
Grammatical 77 39.09 1
Mechanical 51 25.89 2
Syntactic 45 22.84 3
Lexical 18 9.14 4Semantic 6 3.05 5
Total 197 100%
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Conclusions
With all the indicated results, it can be
concluded that the second year English
major students of the Mariano MarcosState University College of Teacher
Education manifest different linguistic
errors in their writings. Thus, they have
difficulties in the English language.
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Conclusions
The errors mostly committed by the
students fall under grammatical,
mechanics (substance) and syntactic
aspects of the English language.
Thus, the students need remedial
instruction along these areas to overcome
the identified difficulties. Teachers,likewise, are encouraged to develop
instructional materials responsive to the
students identified difficulties.
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Recommendations
1. Language researchers should conduct same
study to similar students with another set of
their English writings so as to validate the
indicated result and findings.
2. Language researchers and language
teachers should conduct a more
comprehensive study on error analysis,covering a bigger number of students and a
wider range of materials (writings) to validate
the result of the study.
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Recommendations
3. Language teachers should use theresults and findings in error analysis to
determine the emphasis of their language
instruction and develop remedialinstructional materials that address
foregoing students needs.
4. Syllabus designers need to improve their
syllabi based on the results and findingsfrom studies and investigations (e.g. error
analysis) to suit with the needs of the
learners.
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Recommendations
5. Curriculum developers need to review
the existing language curriculum in the
tertiary level and incorporate targetstandards and competencies that
address students linguistic errors in
writing.
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Thank you for listening!