People's Democratic Republic of Algeria Ministry of Higher Education and Scientific Research Linguistic Factors Affecting Students' Written Paragraphs Case Study: Second Year Students of English Department (original) (raw)

Analysis of Errors in Paragraph Writing in English by Second Year Geography & History Students at University of Baghdad

Journal of College of Education for Women, 2019

This study focuses on the writing skill which is a social act .Students need to express themselves in writing, but students of History and Geography departments are poor in writing. This study aims at identifying and classifying the errors committed by the students, and then giving remedies. Writing can be considered as a channel or as a goal of language learning. Students learn to write in a foreign language. Writing as a goal basically focuses on the development of writing skills to fulfill such purposes as note-taking, summarizing, narrating, reporting and replying required for various real-life situation (Mechalakelli,2007) Students at Departments of Geography and History study English as a part of their syllabus requirement in the College of Education for Women. The researcher realizes that it is important to improve students' skills in writing because it is an important tool to their profession and for further education in the future. Therefore, this study is an attempt to...

Analysis of Syntactic Errors in English Writing: A Case Study of Jazan University Preparatory Year Students

Journal of Education and Practice, 2018

The present study focuses on the most common syntactic errors which Arabic speaking learners in Preparatory Year, Jazan University (Saudi Arabia) face in learning English as a foreign language. The results of this study reveal that the most common syntactic errors made by the learners are in sentence structure; subject verb agreement, tense, auxiliary verb, number, use of conjunction, preposition, article, etc. Many students in this study were categorized as slow learners who were not even aware of the importance of writing skill. Non-seriousness and less concentration of learners result errors and mistakes in their writing. In addition to that, the errors were hypothetically associated to the transfer of mother tongue and over generalization. In the Arab context, writing is not an easy task; it is, indeed, a challenging job for the teacher. Therefore, traditional methodologies do not help. Unless the teachers create interest about writing skill in the minds of the learners, the des...

An Analysis of Errors Committed by Saudi Non-English Major Students in the English Paragraph Writing: A Study of Comparisons

Advances in Language and Literary Studies, 2018

The present study investigates the writing errors of ninety Saudi non-English major undergraduate students of different proficiency levels from three faculties, who studied English as a foundation course at the English Language Center in the College of Languages &Translation at King Khalid University, Saudi Arabia in the academic year 2016-17. The findings reveal that the common errors the Saudi EFL students make in writing English paragraphs fall under four categories namely grammar, lexis, semantics and mechanics. Then it compares the categories, types and frequency of errors committed by these three groups of students. Among these categories, grammar has been observed as the most error-prone area where students commit errors the most. The study also posits that among the three groups, the students of the College of Medicine make the minimum errors in all the types and the highest number of errors is committed by the students of Engineering College. The College of Computer Science...

What Errors are Committed by Students in Writing English Paragraphs

It is inevitable for students in making error when they write paragraphs in their second language. The study attempts to analyze errors in the paragraphs written by second semester students of English Department of University of PGRI Semarang. The data of this study are 35 paragraphs randomly taken from second semester students who enroll writing 2. Written test is used as the instrument of the research. The analysis of the paragraphs is derived from Corder's (1967) cited in Sawalmeh Murad (2013) method on error analysis. This method has three steps (1) collection of the sample errors, (2) identification of errors, (3) and description of errors. All the errors committed by the students are put into categorizations. This study reveals that the second semester students have committed several errors in their paragraphs. Those are verbs tense, subject verb agreement, fragment and capitalization, spelling, word order, use of pronoun, preposition, and article. Several recommendations are put in the highlight to reduce further problems regarding writing English paragraphs.

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...

Investigating Teachers' Views on writing Errors Made by Saudi University Students

International Journal of Linguistics, Literature and Translation, 2021

This study aimed to investigate the most frequent errors made by Saudi university students in writing. The study adopted the descriptive-analytic research method. The data of the study was collected from a questionnaire distributed to a sample of 100 English language teachers at Jazan University, King Saud University, and King Khalid University. The above-mentioned tool satisfied the criteria of validity and reliability. The findings revealed the low abilities of the students in understanding and using syntactical rules properly which was reflected in the enormous number of grammatical errors made by the respondents in the test. Wrong tense errors, prepositions, articles errors were found to be the most frequent ones. The findings also revealed that negative transfer from the mother tongue language is one of the major causes of most of the syntactical errors made by the students in the written text. In light of the study findings, several recommendations were suggested by the resear...

An Analysis of the Written Grammatical Errors by Using Descriptive Text in the Sixth Semester Students’ at Pasifik University of Morotai

2018

Error Analysis is one of the major topics in the field of second language acquisition research. Error is a deviation from the adult grammar of a native speaker. Errors made by the learners may give contribution in understanding the process of second language acquisition. An error analysis has some contributions to the teaching and learning process. Writing is the most difficult one for all language users whether the language is the first, second, or foreign language, because writing is an extremely complex cognitive activity. In this study focus on the descriptive qualitative that analyze and to classify the types of students’ grammatical errors in essays descriptive paragraph. The objective are (1) What errors were identified in the students’ essays?, (2) What grammatical rules were applied to justify the corrections made?, (3) How frequent were the errors commited in the essays?. The researcher took 23 students as the samplesize. The results showed that using error analysis can be...

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.

Error Analysis of Jordanian First - Year University Students’ English Language Writing at Arab Open University – Case Study

International Journal of Pedagogical Innovations

The present study aims at analyzing 33 English paragraphs written by first-year students at Arab Open University in Jordan. The participants are from different academic majors, and, all the participants are English foreign language students and face challenges in learning the English language. The tool of the current study was the participants' written paragraphs. All errors committed by the participants were analyzed and classified into different categories. The results showed that the most frequent error category was omission and addition, and the errors committed by the participants are attributed to intralingual difficulties due to the deformation of language learning as well as limited interlingual errors. In the light of the obtained results, several recommendations and pedagogical implications were suggested in order to help instructors and teachers in general in their efforts in lessening the obstacles regarding writing paragraphs in the English language.

Analysis of Syntactical Errors and Mistakes in Students’ Writing

RETAIN, 2018

Written language is difficult for some people especially some learners who learn English as foreign language, because it somehow has a complicated syntactical form that is hard to be understood. Thus, it causes error and mistake. Commonly, error occurs because learners do not realize that they made error and it is the gaps in learners knowledge of the target language especially English. In particular, the purpose of this research is to describe kinds of syntactical error and mistake found in students' writing composition, namely in paragraph writing class of university students in second semester. Dealing with the research questions and objectives of the study in the first chapter, the data gained are going to be analyzed qualitatively. The data of the study were obtained from students' errors and mistakes. In this study, the data were obtained from the form of words, phrases, and sentences found in the students' writing composition. The source data were collected through the students' writing composition. Based on the result, it can be seen that there are five types of syntactical errors and mistakes that made by students, those are: word order, omitted word, unnecessary word, run-on sentence, and fragments. In this result, most of the students made an error since they did not know to answer the correct one.