Arab Learners Research Papers - Academia.edu (original) (raw)

This descriptive analytic study aims to explore errors in the use of verb tenses made by male and female Saudi learners of English as a foreign language (EFL) who are employees of Prince Mohammad bin Abdulaziz Hospital for National Guards. The researcher applied Corder's Taxonomy of Errors as an instrument to identify and analyze errors found in the learners' written work while they were enrolled in an IELTS preparation course. All the errors were identified by four language experts and put into four categories to denote the types of error made. These categories were omission, misformation, addition, and mis-ordering. The results of this study indicate that Saudi EFL learners make verb tenses errors according to interlingual and intralingual sources. On the basis of these findings, a number of recommendations and pedagogical implications are suggested to reduce further issues in forming tenses in English.

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- TESOL, Verbs, Error Analysis, IELTS

This study diagnoses the challenges of foreign language learners in using the present perfect tense when writing in English. Most foreign language learners fail to correctly write sentences using the present perfect tense and substitute it with the past tense. The researchers suggest an instructional program based on steps for teachers to solve the problem of the present perfect tense. The study sample is twenty students in the seventh grade in one of the government schools for girls. The researchers asked the participants to write sentences using the present perfect tense. After analysing students' sentences, the researchers detected many incorrect cases of using of the present perfect tense and highlighted the incorrect usage for discussion. The results show that most errors stemmed from Arabic words interfering with English. The present perfect tense presents more significant challenges for Arab students than the simple past tense. The study showed that students' native l...

- by sereen jubran
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- Language Teaching

and their solutions in speaking English. The research design of this study was a mixed method with an explanatory sequential design approach. The population of this study was second-grade students, and its sample was two classes consisting of 60 students and 3 English teachers who taught them. The instruments used in this study were questionnaires and interviews. The quantitative data were analyzed using the formula from Sugiyono (2005) f/n x 100%, while the qualitative data was analyzed using the technique by Miles and Huberman (1992:16) data reduction, data display, and conclusion drawing/verifying. The results of this study indicate that students still have problems speaking English, especially psychological problems such as fear of making mistakes, lack of self-confidence, lack of motivation, and anxiety. Therefore, based on the problems above, there are several solutions provided by teachers and students to overcome these problems.

- by FELICIA MIRANDA LEKATOMPESSY
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Believe it or not, attitude can be an obstacle.To learn any language, positive attitude is prerequisite, and a learner needs to go for it. Learning English as a foreign language is certainly not an easy task. Particularly if you are learning English in a non-English-speaking country. English language teaching and learning always attracts the attention of young minds and young generations across the globe for many pedagogical, sociolinguistic, and economic reasons. The present study focuses on teaching English to the students of Arabic and Islamic studies as their compulsory paper at Taibah University. The research paper is based on action research carried out at Al Ula campus, Taibah University. Compulsory English course specification caters to a mixed and mostly large group of students who belong to different social, cultural, economic, and regional background. It is because of this reason; the primary focus of this study is to find out the problems and challenges among learners an...

- by Waquar Khan
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- Psychology, Mathematics Education, First Language
- by Akinmade Akande
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- Sociology, Linguistics, Morpheme

Attitude and motivation play a fundamental and complementary role in the learning process of any foreign language acquisition. Correspondingly, Previous studies have indicated that learners' high attitude and motivation always help them acquire foreign languages efficiently. However, the present study investigated whether Arab learners are integratively or instrumentally motivated to learn Chinese as a foreign language in China. Likewise, how attitude could affect their learning. 271 Arab learners from 10 different nationalities participated in this study. The study was a mixed-methods design, and data were collected through a questionnaire then followed by semi-structured interviews. Descriptive statistics analysis, means and standard deviations using SPSS 25 were employed to analyse collected data. The findings of this study revealed that Arab learners have positive attitudes and motivations to learn Chinese language. Additionally, they were a bit high integratively motivated toward learning Chinese language. This study has concluded limitations and recommendations to help institutions and interested researchers shed light on these further research studies.

- by Aatif Mohammed
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- Education, Chinese Language, Arab Learners

Because vocabulary knowledge is considered the building block of language learning, any difficulties concerned with vocabulary can harm the overall vocabulary acquisition process. Literature suggests that native Arabic speakers struggle to notice vowels while reading English texts. This can result from the differences between L1 and L2 linguistic systems or the negative transfer of L1 processing routines to the L2 in their attempt to process the L2 forms. This study investigates this problem and whether gender affects this phenomenon or not. It used a test on Twenty-eight participants to examine the effect of gender on vowel blindness, which type of vowels (short or long vowels) are more problematic, and the kinds of vowel spelling errors that are easily noticed when processing vowels. The results showed that gender does not affect vowel blindness in a significant way. In other words, the overall results showed that the role of gender cannot be considered to have a significant effec...

- by Thaer Tawalbeh
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The purpose of this paper is to explore the attitudes of post-secondary Arab learners towards native and non-native varieties of English. A stimulus tap was incorporated within semistructured interviews where respondents listened to 6 speakers (an Indian, Arab, Thai, British, American, and Canadian) and then answered 5-Point Likert scale questions. The findings revealed that the interviewees encountered difficulties identifying the speakers’ first languages. Whilst the British and Canadian speakers were perceived more positively than the other speech samples and were easier to understand than the Thai speaker, they were less understandable to the interviewees than the Arab and Indian speakers. The American speaker was perceived less positively than the other speech samples and was also the least understandable. The paper concludes with a discussion of the findings and specific recommendations that could facilitate improving Arab learners’ tolerance of their own (as well as other non...

- by Wafa Zoghbor
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- Sociolinguistics, Foreign Accentedness, Accents, Foreign Accent
- by Anna Polistsuk
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- Psychology, Spelling, Morpheme

This research aimed to find out the pronunciation errors made by the first semester students of English Education Study Program of UIN Mataram, and to find out the reason. The sample were taken from Intensive Spoken Communication Practice (ISCP) A, B, C and D classes with the total sample of this research was 25 students that chosen randomly. The result of this study found that there are13 common pronunciation errors in long vowels, short vowels, diphthongs vowels, nasals, fricatives, and affricates

- by Sartika Hijriati
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- by Mohammed Mohsen
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- Psychology, Language Acquisition, Linguistics, Word order

In modern education, English language teaching has been going through various methods and approaches stating the journey with grammar- translation method, direct method, audio- lingual method, content-based, task-based and participatory approaches, and reaching communicative language teaching (CLT). Having appeared since the 80s, CLT still maintains its popularity in English language teaching contexts. It is one of the most popular and dominant approaches used in the world of teaching English. In Kurdistan, CLT has been used and adopted in the 2000s. English courses have been redesigned following the communicative approach principles. EFL student-teachers are supposed to implement CLT while they practice teaching during the assigned period of time. They took a course named methodology in which the focus is on CLT. In addition, fourth year students had another class called 'View' in which students visit schools to observe teaching English. To the researchers' knowledge, ...

- by zheen Abdullah
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- Psychology, Mathematics Education

The problem in this research is how to analyze student anxiety in speaking performance? This study aims to determine the factors that cause student anxiety in speaking performances and to determine the level of student anxiety in speaking performances. This research will use qualitative method with descriptive type. The subjects in this study were final year students who were carrying out a proposal presentation exam and a thesis presentation exam in the Department of English Education. The number of subjects was 4 students consisting of 2 male students and 2 female students. Purposive sampling technique will be applied in this study. In collecting data, interviews and observations will be used.
Keywords: Speaking, Anxiety, Speaking Performance

- by Nurmuslimah Qadri
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- Speaking Anxiety

For a time, pronunciation teaching and practice has been put aside in many English language classrooms perhaps due to the belief that pronunciation is a weak measure of a person's English proficiency. The declining English proficiency of Filipinos, especially in speaking, is something that needs to be given careful and immediate attention. The response of the education sector in this issue is highly critical and necessary more than ever before. Since higher educational institutions provide the final frontier of education and training before participants become part of the local and international work force, these institutions are in the best position to make significant interventions; thus, this study. This experimental research aims to investigate the effects of using multimedia drills in college students' English pronunciation training. First, the most common pronunciation errors are identified; second, a pre-test-post-test experiment is performed to test if the use of mul...

An important part of undergraduate essay writing is the argumentative/persuasive essay genre, which has been described as one of the keys to academic success in higher education (Chandrasegaran and Kong, 2006). It requires not only grammatical fluency and appropriate cohesion, but also that the author be able to take a stand on a particular issue. In an attempt to understand what strategies Serbian L1 English learners at the tertiary level use to take a stand, we analyzed a corpus of their expository (argumentative and opinion) essays. The essays were analyzed and coded for various linguistic structures used to convey taking a stand. These include nouns which are preceded by a sentence initial deictic This as a structure which encapsulates previous propositions, reported speech used to assign a stance to and take a stand on the reported speaker and the event, the passive voice, demonstrative pronouns, and the like. The quantitative analysis of this material was carried out with the ...

- by Marta Velickovic
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- Psychology
- by Montse Irun
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- Philosophy

This paper endeavors to express about the importance of English speaking skill in the modern world , and how speaking skill is been ignored by the students rather by teachers who ask the students to predominantly focus on the written skill when they are in schools and are giving more prominence to the writing skill than the speaking skill in order to get more marks in their public examinations of standard 10<sup>th</sup>and 12<sup>th</sup> which lead the students to drive to the higher studies if they secure the mandatory marks . That is why, when students enter college or university, students are struggling a lot in their higher studies while communicating to others in English. Therefore, this study discusses how English speaking skill is important in the present situation and how students can improve English speaking skill.

- by N.santha Kumar
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- by Mutahar Qassem
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- Psychology, Language Acquisition, Linguistics, Language Transfer

This study utilized a quantitative, non-experimental design to have a deeper understanding of the respondents' morphophonemic awareness and word recognition skills. Moreover, it aimed to recognize the significant relationship between the two variables and their significant difference when analyzed according to the moderator variable. To verify, tests were being employed to gather the necessary data. These were: Morphophonetic transcription test, spelling test, and listening test. After the data had been collected, it was interpreted that the students have high morphophonemic awareness. Also, their word recognition skill resulted in a high level. As being correlated, it is being found that there is a great significant relationship between the two variables. When it comes to determining if there is a significant difference in the two variables, the result prompted the acceptance of the null hypothesis. With these results being gathered and analyzed, the researcher encourages the school to provide training and activities in improving the students' morphophonemic awareness by primarily encouraging students and teachers to use the English language in other subject areas as an effective strategy for retention and recognition of the words.

- by Genesis Genelza
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- Phonology, Morphology, Word Recognition

Making spelling errors is one of the common issues faced by learners in any language as Second Language (SL) at the early stage of learning. This study investigated the spelling errors in the writings of undergraduate B.A. English students, University of Bisha, Al-Namas, Saudi Arabia. The study explored the spelling errors’ phenomenon with relation to the phonological syllable structure of words where the spelling errors were classified into three categories of words, (1) mono-syllabic, (2) di-syllabic, and (3) tri-syllabic and complex syllabic words. The researcher analyzed the spelling errors with relation to the sounds/phonemes positions in each syllable, (a) onset position, (b) nucleus position, and (c) coda position spelling errors. The results showed that Arabic-speaking learners made more spelling errors in tri-syllabic and complex syllabic words compared to the spelling errors in mono-syllabic words. The results explored that learners made more spelling errors in the nucleus...

- by Fawaz Qasem
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- Discourse Analysis, Psychology, Applied Linguistics, Linguistics

This study is meant to phonologically analyze the English phonotactics in the English of Arab learners of English as a foreign language to determine the types of pronunciation difficulties they encounter. More specifically, it investigates the types of declusterization processes found in their interlanguage and the sources of such processes. The results of this study demonstrate that Arab learners of English unintentionally insert an anaptyctic vowel in the onset as well as in the coda of certain English syllables. Results also show that the major reason for declusterization processes is the mother tongue influence. In order to overcome such difficulties, this paper suggests a new approach for teaching and learning L2 syllable structure system.

- by Dr Emad M Al-Saidat
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- Engineering, Second Language Acquisition, Languages and Linguistics, English

This paper aims to identify errors committed by Arab learners of English as a foreign language in the area of inflectional morphology. Errors are classified according to their type in comparison with what seems to be correct in the target language. In order to pinpoint the areas of difficulty and find what makes these areas difficult, the researcher classified errors with reference to their sources into intralingual, interlingual, ambiguous and other errors. The paper also aims at finding possible solutions for the difficulties learners encounter when learning a foreign language in general and English language in particular in a way that would help teachers overcome such difficulties when teaching English to Arab students. It concludes that learners‟ mother tongue plays a minor role as the interlingual errors constitute less than 25 % of the total number of learner errors; whereas, other factors such as overgeneralization and learning strategies play a major role in learning a forei...

- by Dr Emad M Al-Saidat
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- Engineering, Second Language Acquisition, Languages and Linguistics, English

This paper aims to identify errors committed by Arab learners of English as a foreign language in the area of inflectional morphology. Errors are classified according to their type in comparison with what seems to be correct in the target language. In order to pinpoint the areas of difficulty and find what makes these areas difficult, the researcher classified errors with reference to their sources into intralingual, interlingual, ambiguous and other errors. The paper also aims at finding possible solutions for the difficulties learners encounter when learning a foreign language in general and English language in particular in a way that would help teachers overcome such difficulties when teaching English to Arab students. It concludes that learners’ mother tongue plays a minor role as the interlingual errors constitute less than 25% of the total number of learner errors; whereas, other factors such as overgeneralization and learning strategies play a major role in learning a foreig...

- by Hanadi Mirza
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- Teaching English as a Second Language, Phonology, Action Research, Lebanon
- by Nazrin B Laskar
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- by Badri Mudhsh
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The research was aimed to identify and analyze morphological errors found in the students' essays. The subject of this research was the eighth-grade students of Nahdhatul Ulama Junior High School and the primary data was taken from their English notebook. The objectives of this research were (1) To identify morphological errors made by the students, limited to the use of inflectional affixes (2) To find out the frequency for each type of classified error (3) To identify the cause of errors in inflectional affixes.
The research used a descriptive qualitative approach to reach the objectives. The researcher identified errors and classified those based on surface strategy taxonomy developed by Dulay. Thus, the errors were classified into four categories, named omission, addition, misformation, and misordering.
After completing the data analysis, the research revealed (1) Omission error was becoming the most common error found by 62.97%. Addition and Misformation shared quite similar proportion, less than a fifth of total errors, by 19.10% and 14.60% respectively. The lowest frequency of error was misordering errors by 3.37%. (2) Two primary factors that caused students to commit errors were interlingual error and intralingual error. The interlingual error which influenced by mother tongue was found
frequently in omission, while intralingual errors mainly found in other types, showing the stage of students' development in mastering target language, specifically in inflectional concept.

Acquiring English grammar is often treated as a direct translation process. Language transfer is a result of this translation. In foreign language learning, when learners fail to understand the structure of L2, they most likely resort to L1 to generate sentences in L2. Working on this assumption, this study aims to determine and account for the copula omission elicited from the speech errors of Moroccan learners of English. The analysis has been carried out within the framework of Error Analysis (EA) and Contrastive Analysis Hypothesis (CAH). This study also explores the sources of making this grammatical error and examines the linguistic environments where learners omit the copula be. The data collection instruments are a teachers " questionnaire and a spoken test. In the questionnaire, the targeted subjects are 40 Moroccan teachers of English. As for the test, the participants are 80 Moroccan 1 st year baccalaureate students of English enrolled at Ibn Abbad High School, Kenit...

- by Ahmed Smirkou
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This research aimed to describe the form of errors in using affixation in Indonesian Language paper written by Thai students. The data were words and sentences that contained errors. The research was qualitative research using content analysis method. This research used interactive model data analysis through three steps. Those were data reduction, presentation of data, as well as conclusion and verification. The results show that there are some errors; 72 errors in using affixation: 21 or 29% errors in prefix, 9 or 13% errors in suffix, 9 or 13% errors in confix, and 33 or 46% errors klofiks (combination of affixes). The error is caused by two factors; 7% of interlingual errors and intralingual factor including 7% of overgeneralization and 86% of ignorance of rule restriction. However, the results also show that Thai students have not mastered or understood the structure of Indonesian language. The results can be used to develop the techniques of teaching Indonesian structure, espe...

- by Susrina Kalee
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- Lingua e Cultura

This quantitative study attempts to examine the English prepositional errors exhibited in the written specimen of secondary school students of Pakistan while learning English as their second language. Error analysis is used in this study, as a method of diagnosing errors in the written compositions. Cordor (1973) classified errors into four categories: omission, addition, substitution and disordering. Moreover, errors may be interlingual i.e. L1 or mother tongue influence as suggested by James (1998). Along with this, moderate version of Contrastive Analysis Hypothesis (CAH) is used as a method for describing prepositional systems of Urdu and English languages as Bloomfield (1933) , Fries (1945) and Lado (1957) claimed that by comparing the systems of the native language and language to be learned, predictions could be made about possible difficulties in learning. The study sample was composed of 100 written compositions collected from randomly selected different private and Governm...

Background and Objectives: Persia learners of English study English for seven years before joining the university; during these years, they are exposed to English tenses regularly and intensively. Learning English tenses and their uses have an important role in the whole process of communication. Nowadays, learning and using English tenses is the most difficult problem not only for EFL students but also for Persian learners of English. To trace the sources of the problems, this study sets out to investigate the null hypothesis that Persian nursery students have no problem in using English present simple tense. Secondly, the study examines and defines strategies adopted by them in the light of a psycholinguistic analysis. Finally, on the basis of the results, the study gives pedagogical instructions and implications for teaching. Methods: In this study, a quantitative and qualitative approach is used. To achieve the objectives, a multiple-choice test was administered to thirty first ...

- by akbar solati
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- Psychology, Impact of Social Sciences and Humanities
- by Kamaruzaman Jusoff
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- French

The aim of this paper is to explore the developmental patterns in the acquisition of morphological phenomena in the interlanguage systems of Croatian primary school EFL learners. Developmental sequences in learner language morphology were observed longitudinally thus including learners across grades 6, 7, and 8. The data illustrate the use of morphemes (regular and irregular variants for the third person singular –s, the auxiliary verb BE, the present progressive ING) in obligatory contexts (Brown 1973). Interlanguage development was examined in accordance with the Input Processing theory of VanPatten (2004). Samples of spontaneous speech production were elicited via communicative activities. The study findings suggest that the progressive ING is processed earlier due to its higher communicative value when compared to –s.

- by Mirjana Semren
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The aims of this research are: (1) to find out the type of error of a recount text made by the eighth grade students of SMP N in Surakarta; (2) to find out the highest percentage of type of the students‟ errors; (3) to find out the causes of the students‟ errors. This research is descriptive. To collect the data, the researcher uses an essay test in the form of recount text composition made by the eighth grade students. The sample of the research is 24 students of class VIII A. To categorize the type of error, the researcher uses surface strategy taxonomy. The results of this research are: (1) there are four types of errors yielded by the students which are addition error (14.34%) , omission error (29.81%), misformation error (55.10%) and misordering error (0.75%); (2) the highest percentage of type of errors is misformation error with the percentage of (55.10%); (3) there are two causes of errors found from the students‟ writing which are interlingual error with the percentage of 5...

- by septiana ningsih
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- English Education

Speaking is one of the English skills which are taught at school. It means that English can be taught at Elementary school based on the needs of the school. In Elementary school, teacher teaches four language skills such as: listening, speaking, reading and writing to make students to be competence in English by mastering those four skills.The students of Islamic Elementary School Miftahul Mubtadiien Islamiyah Banyakan faced some problems of speaking, such as they are afraid of making mistakes, they are shy of speak with other students, and they are low in speaking ability. This study applied Classroom Action Research. The objectives of this study is to describe how small group can improve students’ English speaking of the sixth grade students of Islamic Elementary School Miftahul Mubtadiien Islamiyah Banyakan, Kediri. In the sixth grade in which researcher found problem in the class and try to find the solution. The students of sixth grade students of Islamic Elementary School Mif...

- by PAMADYA VITASMORO
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- by Tri Septiana Ningsih, S.Pd
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- English Education
- by made frida yulia
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- Teaching English as a Second Language

In the previous years, the students of university were taught the English connected speech through drill. This used to bring about students' poor attitudes and unsatisfactory achievement. This study was aimed at examining if selected songs would improve the students' connected speech performance. Nonequivalent Control Group Design was used in this experimental study. It involved six intact groups of students attending Pronunciation course-three were randomly assigned to the experimental group and the remaining three assigned to the control group. Both groups were pre-tested. The results were equal. After 3 sessions of connected speech lesson both groups were tested again. The post-test results of these two groups were then compared to see if the sample means were significantly different. As the study also aimed to find out the students' perception towards the teaching practice implemented, a questionnaire was employed. The t-test showed that the difference of the sample means was not too large. Nevertheless, based on the feedback elicited through the questionnaire, the use of songs for teaching the English connected speech seemed to remain promising. Overall, the study showed that the use of songs for teaching the English connected speech tended to have a prospective better learning outcome. As the experiment took only 3 sessions, the chance for such treatment to be effective is increased if period of study is extended.

- by Tono SUWARTONO
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- by Joseline S . Alvarez
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This study was aimed at identifying the kinds and frequency of formal errors on Indonesian English as a Foreign Language (EFL) learners' descripting writing. Therefore, descriptive analysis research design was implemented to achieve the objective. The data were collected from the descriptive writing of university students in Indonesia (N = 40). Then, the data were computerized and tabulated by using descriptive statistic (frequency and percentage) in SPSS version 21. The result of this study presents that from 223 errors, suffix was the most frequent formal errors (32.29%) in Formal Misselection, followed by calque (22.87%) in Formal Misformations and omission (12.56%) in Distorsion. In conclusion, most of the students have considerable difficulty in forming the correct form of the words. Therefore, to produce an excellent descriptive writing, the students are suggested to learn and practice more on words formations (grammar).

COPULA OMISSION BY EFL ARAB LEARNERS
Copula omission is found to be one of the major and most frequent errors that
Arab EFL learners make when writing in English. Several studies have examined copula
omission by Arab EFL learners. Most of those studies have concluded that copula
omission is the result of negative transfer from Arabic to English since Arabic and
English is structurally far different. The present study investigates the phenomenon of
copula omission by Saudi EFL learners. It also examines whether the negative transfer
from Arabic to English leads to copula dropping by Arab learners.
Data were collected from 100 Saudi students at Qassim University in Saudi
Arabia. The participants were 100 Saudi male students of whom 50 were enrolled at the
intermediate level, or the 3rd level, at the English department at Qassim University and
the other 50 were enrolled at the advanced 7th level at the same department. The
participants were asked to write an essay describing themselves, their family members,
where they were born, the city they grew up in, how old they were, how old their parents
and siblings were, the city they lived in currently, and also about their ambitions and
plans for the future.
The results of this study revealed that the participants made errors by deleting the
English copula. The statistical analysis showed that the copula omission was more
frequent in the present and past tenses. The findings also revealed that intermediate
students make more errors than advanced students. There was a significant difference between the advanced and intermediate participants as regards the number of errors in the present and future tenses. The study ends with pedagogical implications, limitations, and suggestions and recommendations for future research.

- by Abdullah Alshayban
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- Syntax, English Grammar, Phrasal Verbs

The study investigated English verb phrases‟ (VPs) structural errors in the writings of Moroccan university students. It is believed that Arabic learners‟ syntactic problems in English VPs affect their writing proficiency. Most of the previously conducted research in this area ascribes learners‟ errors to the English and Arabic phrase structure variations. The participants were eighty semester two students of English at IbnTofail University. They are composed of males and females who havebeen exposed to Standard Arabcourses. On the basis of the elicited data, the study classified the participants‟ problems into three types of errors: omission errors, addition errors and mis-ordering errors. Secondly, the analysis of the data was limited to detecting participants‟ violations of the English VP structures in their written paragraphs. The analysis of the data showed that the participants made interlingual andintralingual errors. Besides, the qualitative and quantitative results demonstrated the effectiveness of the adopted treatment.

- by IOSR Journals
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- by IOSR Journals publish within 3 days
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Error analysis is one of the ways to study and correct learners' mistakes in vocabulary and syntax in the process of leaning a foreign language. Hence, this study aims to analyse misselection and related errors made by French students in their learning Malay as a foreign language with regard to the writing skills. The study utilized quantitative and qualitative method of data collection, by applying the definition of misselection errors by Dulay, Burt and Krashen (1982) and misformation errors by James (1998) to the analysis. A total of 10 French respondents participated in this study. The task consisted of the administration of the four writing task. The study discovered the most dominant error produced by French students in their Malay written tasks were misselection on lexis (52%), misselection error on affix/ suffix (16%) and misselection errors on the phrases (11%). As a result of this preliminary study, it is hoped that learners can acquire a better understanding of the Malay language; and future study can help classify the errors that learners made and how they could overcome them.

The last four decades have witnessed a renewed research interest in the area of error analysis. It has been the focus of attention, and subject of debate, among scholars of applied linguistics, particularly those of second-language acquisition. Applied linguists have dealt with the subject very seriously. These scholars hold the unanimous view that errors are an integral and unavoidable feature of second-language acquisition. The purpose of the present paper is to analyze and classify the persistent errors committed by Saudi Arabian EFL students at King Khalid University in Abha while composing a variety of written texts in English. In the investigation an effort has been made to uncover the causes and sources of various errors of usage at different linguistic levels, viz.-a-viz., grammar, morphology, syntax, lexico-semantics, spelling etc. The study aims at investigating the frequency of production of these errors of usage, expressing the findings as percentage, mean and standard deviation, across the different levels of learning (levels 1 to 4) under investigation.

- by Nisar A Koka
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- by Lorraine Balbuena
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