Interlingual and Intralingual Errors in Writing English Compositions Made by Efl Students of Muhammadiyah University of Makassar (original) (raw)
Related papers
This paper intends to investigate the interlingual and intralingual errors in written composition by Saudi English as a Foreign Language Students at the Department of Languages and Translation at the University of Tabuk in Saudi Arabia. This qualitative and quantitative research includes 25 EFL students in their 3rd Year English language and literature major. The researcher used one research instrument which is the written composition essay. The findings of the study indicated that participants produced the following types of errors in their written compositions grammatical (43%), lexical errors (24%), semantics (15%), mechanical errors (16%) and Syntactic errors (2%). That is, 26% of the participants showed that most of their errors in the written composition are Interlingual errors but 74% of them stated that their errors are the result of intralingual factors. This research recommends that further future studies be conducted in this field to have a deeper understanding of the effect of inter and intra-lingual factors on the cohesion of written composition in EFL context, particularly Saudi Arabia.
Scrutinizing Interlingual and Intralingual Error: Basis for English Writing Program
Hill Pubishing, 2019
An error-free written works in expected from every English language teacher. However, writing is one of the most challenging skills in learning second language. In fact, learner's error in second language resulted from the learner's assumptions that second language and native language are formed similarly and from negative transfer within the target language which are known as Interlingual and Intralingual errors respectively (Sari, 2016). In the Philippine setting, the result of the study conducted by Magno (2014) showed that error analysis among Education, major in English students yielded errors in verb tense, structure, punctuation, choice of words, spelling and so on. In line with this, the present study aimed at identifying and classifying the writing errors of the third-year college of education, English major student which will serve as the basis for an intervention program that will hone their writing skills. In the pursue of the study, findings showed that under intralingual error, tense-related errors ranked first with 15.54% followed by fragments with 12.95% and run-on with 11.66% that were caused mainly by negative transfer which ranked first with 49.42% followed by lack of knowledge with 24.32% under interlingual errors.
An Investigation of Writing Errors of Saudi EFL University Students
International Journal of Social Science and Humanities Research, 2016
This study aims at investigating the writing errors of Saudi EFL university students of College of Science & Arts, Tanumah at King Khalid University in the academic year 2014/2015 during the first semester. The study also aims at identifying and analyzing these errors, determining the causes of these errors, as well as investigating the factors that contribute to their occurrence and suggesting suitable solutions for the problem. For this purpose, research questions are posed and the answers to these questions are provided and discussed. The sample of this study includes 20 students who are chosen from the Level Four students besides the EFL teachers in the abovementioned college. The analytical descriptive approach is adopted to handle this study. The study focuses on grammatical, punctuation, lexical, spelling and discourse errors in the writing English production of these learners .Testing, questionnaire , structured interview and personal observation of the researcher are all used as tools for collecting data. The findings of the study reveal that the students commit errors in their writing performance due to some factors such as: mother tongue interference, besides insufficient activities and practice of basic techniques of writing in addition to the lack of follow-up to the students' writing performance and some other factors.
Errors in English Writing Composition at Secondary Level in Abbottabad
Pakistan Languages and Humanities Review , 2017
Learning a second language and gaining competence in it can only be attained through regular practice and active use of it and during that process learners are expected to commit errors (Brown, 2000). The analysis of their errors stressed on the need for a systematic method based on foundations and perceptions furnished by linguistics to diagnose, segregate, and systematically interrupt the undesirable grammatical structures formed by these learners (Crystal, 2003). Apart from listening, speaking, and, reading skills errors committed in writing skills also need to be diagnosed. The current study explored the nature of incorrect structures produced by the students learning English as a second language and their written compositions were selected to point out the causes of these errors and suggest suitable remedial measures. Being action-based research it was a mix-method inquiry to analyzing the learners' errors. Ellis's (1985) approach to analyze learners' errors was applied to probe into the faulty structures produced in the written composition. The current research was conducted in a government secondary, Abbottabad, and all the students studying English at the secondary level were assigned the task to compose an essay on an already decided topic. These handwritten scripts were manually computed in Microsoft word format and online software, Grammarly, was utilized to find the errors to investigate the nature of errors that most commonly occur in learners' writing in L2. The findings of the study highlighted the written compositions of the students contained a variety of interlingual and intralingual or developmental errors. The study also recommended some of the feasible corrective measures especially individual corrective feedback to overcome these errors. Key Words: error analysis, writing skills, secondary level, interlingual errors, intralingual errors 1. Introduction Learning a second language (L2) is consistent practice and demands active involvement of L2 learners and to gain the proficiency in the second language, the learner is desired to be sufficiently exposed to all the receptive (listening and reading) and productive (reading and writing) skills of the second language (Brown, 2000). In the local context of Pakistan, the teaching of the English language currently emphasizes the instruction and erudition of the aforesaid receptive and productive skills. On the other hand, regardless of learning the English language for several years at school, the standard of English language competence among the students is marching towards decline. Being weak in almost all the aspect of the English language, students are lacking behind in writing skills and they produce a lot of faulty structures in their written compositions. Therefore, it has been hypothesized in the present study that English language learners commit several errors in their written compositions. In the past, there were many studies conducted on the error analysis of ESL learners, especially in written compositions. It has been revealed that the writings of the ESL learners are full of mistakes and learners are weak in grammar, produce incorrect spellings, and use inaccurate vocabulary (Lim Ho Peng, 1976, James, 1988, Khan, 2005 and Vahdatinejad, 2008). In the background of the present study, it was noted that no such study was conducted in the regional context of Abbottabad and it was much needed to investigate the errors in the local context. Learning a second language is widely acknowledged as a steady course of action. In this process, erroneous structures are likely to be produced at all stages of learning and these errors will not be removed by merely pointing them out to the learner (Ferris, 2002) as in the natural process of learning, students are bound to commit errors and these faulty structures produced during the process of learning a second language are desired to be responded with a positive note. Second language teachers have to seriously consider that "learning ability varies from person to person" and "all language learning is based on continual exposure, hypothesizing and, even with the correct hypothesis, testing and reinforcing the ideas behind them" (Bartholomae, 1980: 97). Thus, error analysis (EA) is one of the most appropriate methods which can be utilized to categorize and explain errors committed by the speakers of other languages. In the context of the current study, error analysis (EA) was applied to uncover the nature and basis of the errors committed in the written composition of the students learning English language at the secondary level in Abbottabad. The current research helped to explore the kinds and frequency of errors concerning chain and choice.
The Most Detected Errors in Secondary Secondary School Students in Writing Composition
2019
This study is conducted as an attempt to examine the errors in English writings committed by Sudanese learners. These students were required to write an essay in English. The participants were 22 students, four males and 18 females. For error identifications and categorizations, the researchers developed, based on the Sudanese matriculation, and on the literature (Ellis, 2004; Fries, 1974 and Robertson, 2000), a table of categories and subcategories. The findings of the current study reveal that the participants committed four types of error in varying degrees, they are: Errors in content and organization, vocabulary, language use and mechanism. The most frequent error type is 'language use'. This type of errors consists of word order, negation, copula and auxiliary omission, subject-verb agreement and prepositions. The causes of these errors are attributed to interlingual factors, i.e. negative transfer of interference and overgeneralization, especially in cases of differen...
In a foreign language situation “errors” explain the learner’s inability to use appropriate grammatical structures, semantic categories and other linguistic units. This paper deals with “errors” in foreign language writing of the grade VIII students in order to explore why and what sort of errors they commit in writing. One hundred and twenty respondents from twelve non-government schools of Dhaka city were involved to render the errors with the association of writing composition test as well as focused group discussion. Congregated data is analyzed both in the quantitative and qualitative manner that reveals the respondents mostly undergo the errors of tense, spelling, article, subject-verb agreement, preposition and miscellaneous errors. The findings indicate the respondents’ competence of writing English is quite low due to poor grammar knowledge of target language, interference from mother language and limited vocabulary size.
2016
The present study investigates the interference of L1 (Indonesian) into L2 (English) and the errors that occur due to the influence of TL (target language). The focus of the study is on the errors committed by these EFL learners in writing narrative text and emphasized on interlingual and intralingual errors. The objectives of the study are to investigate the errors committed by these EFL learners in order to find out; (1) the types of interlingual and intralingual errors in Junior High School and Senior High School, (2) frequencies of interlingual and intralingual errors in Junior High School and Senior High School, and (3) similarities and differences of interlingual and intralingual errors in Junior High School and Senior High School. To achieve these objectives, writing test was utilized in this study. The subjects of the study comprised 35 of ninth graders and 35 tenth graders in Pekanbaru, Riau. The findings of the study suggest: (1) The types of interlingual and intralingual...
An Analysis of Errors in English Writing: A Case Study the Third Semester Students of UBSI
2021
The objectives of this research are to know the errors in the third semester students’ writing of Bina Sarana Informatika University and the most frequent error. It is concerned to the grammatical and semantic and substance errors. The data is analyzed by using James’ theory in (Mungungu, 2010). The findings show that errors done by the students are spelling 50.9%, fragment 15.7%, punctuation 9.8%, adjective 3%, subject- verb agreement 3.9%, preposition 3.9%, capitalization 3.9%, tenses 2%, verb 2%, literal translation 2%. It can be concluded that the most frequent error is spelling. It because the students missed a letter, added more letter in a word, and exchange the letter. While In grammatical category, the most frequent error is fragment. It is because the most students do not put a subject in a sentence.
Error Analysis in the Written Compositions of EFL Students: A Classroom Study
Published article , 2020
The aim of the study is to analyse the linguistic errors in the writings of EFL students in a Saudi university. For error analysis, the writing tasks of a group of students were collected and analysed. The results showed that the frequently committed errors were at the sentential level as well as the word level. The most frequent errors were the errors of spellings and the least were the errors of demonstratives. The marked errors were categorised as errors of omission, addition, misinformation and misordering. Further analysis of the collected data indicated interlingual interference, intralingual interference, inadequate practice in English writing and carelessness of students as the major sources of the errors. Hence, the study has pedagogical implications as it will help teachers to device appropriate measures for improving the students' writing proficiency.
English Language Teaching Research in the Middle East and North Africa, 2019
The focus of this study was to identify and analyse the writing errors that the undergraduate students of University Utara, Malaysia, make while writing essays, provided the significance of essay form be as English composition is the basis for each degree programme in the institution. Moreover, narrowing down, the study also attempted to examine the impact of the learners’ L1 on their essay writing skills, and the relevant errors that appeared in their work. The participants of the study were the students enrolled in Intensive English Course (IEC) programmes. Each participant was engaged in writing two essays, each a 150-word composition, on two different topics: The Future Goals and a Memorable Event. To analyse the forms and reasons of the writing errors, each participant’s work was evaluated against the valid and adapted checklists. For a full-length analysis of the L1 interference errors, the grammatical structure of the erratic English sentences in the produced work was compared to the grammatical structure of the participants’ L1, i.e. Arabic. The results showed that the participants committed errors of all the categories indicated in the checklists. Furthermore, the L1 interference produced in the participants’ English work the errors of the articles, missing words, incorrect words, punctuation, capitalization and prepositions.