Semantical Error Analysis in the Written Composition of First-Year BSED-English Students

Autor/inn/en	Omongos, Mardy C.; Villarin, Sydney Jay B.
Titel	Semantical Error Analysis in the Written Composition of First-Year BSED-English Students
Quelle	10 (2023) 5, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Villarin, Sydney Jay B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Semantics; Code Switching (Language); Spelling; Learning Readiness; Error Analysis (Language); Phrase Structure; Language Usage; Error Patterns; Undergraduate Students; Writing (Composition); Writing Difficulties; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Semantik; Schreibweise; Lernbereitschaft; Error analysis; Language; Fehleranalyse; Phrasenstruktur; Sprachgebrauch; Fehlertyp; Schreibübung; Schreibstörung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Philippinen
Abstract	This study analyzed semantic errors in the written compositions of first-year BSEd English students. 86 participants were asked to write a narrative essay and provide feedback on their writing difficulties and language learning needs. The collected data were statistically analyzed. Semantic errors were categorized into 8 types: code-switching, spelling mistakes, assumed synonyms, assumed antonyms, collocations, similar forms, incorrect word usage, and wrong affixes. A total of 242 semantic errors were identified, with collocations being the most common (F=90) and code-switching the least common (F=8). In terms of writing difficulties, 50 out of 86 participants struggled with forming well-formed collocations, while 7 had difficulty spelling unfamiliar words. Regarding language learning needs, 66 participants expressed the need for clear guidelines on error codes, and 29 participants requested more time for learning readiness. Demographic profiles did not significantly impact the frequency of errors among participants (p>0.05). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01