Grammatical and Lexical Errors in Low-Proficiency Thai Graduate Students' Writing

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Autor/inn/en	Phoocharoensil, Supakorn; Moore, Benjamin; Gampper, Chanika; Geerson, Edward B.; Chaturongakul, Panna; Sutharoj, Siripen; Carlon, William T.
Titel	Grammatical and Lexical Errors in Low-Proficiency Thai Graduate Students' Writing
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 9 (2016) 1, S.11-24 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Writing (Composition); Writing Assignments; Error Patterns; Grammar; Error Analysis (Language); English for Special Purposes; Writing Instruction; Native Language; Interference (Language); Transfer of Training; Language Usage; Material Development; Foreign Countries; College Students; Thai; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Schreibübung; Fehlertyp; Grammatik; Error analysis; Language; Fehleranalyse; Schreibunterricht; Training; Transfer; Ausbildung; Sprachgebrauch; Lehrmaterialentwicklung; Ausland; Collegestudent
Abstract	English grammar and lexis seem to be among the most problematic areas in second language (L2) acquisition. A good number of past studies have investigated English learners' different kinds of errors, using a variety of elicitation techniques, such as a translation task, a grammaticality judgment task, a role play, an essay, etc. The current study was undertaken to bridge a gap by exploring low-proficiency Thai English as a Foreign Language (EFL) students' writing, with an emphasis on their grammatical and lexical errors, using a paragraph as the main data collection technique. While there have been numerous studies on English learners' grammatical and lexical errors in productive tasks, e.g. compositions, little research has focused on the written errors of Thai EFL students with a low L2 proficiency level. To address this research gap, the present study examined students' actual errors found in paragraphs from in-class assignments. The present study was conducted to address two research questions: (1) What are the grammatical errors made by Thai EFL students with low proficiency in their L2 English writing?; and (2) What are the principal causes of these grammatical errors? The participants of the study were recruited from the total of 15 students enrolled in an academic writing skill development course in the Diploma Program in English for Careers (DEC). The study revealed some interesting findings in regard to Thai English learners' errors in writing. Although the data was collected from only two paragraphs written in a classroom, some of the major problems with which Thai EFL students are usually confronted in L2 English writing were witnessed. Not only can these errors be attributed to the learners' L1 influence, but they also seem to have resulted from learners' confusion over the target language, the grammatical system of which is evidently complex. Overall, lexical errors were far smaller in number than grammatical ones. Put differently, the latter appear to be more problematic, especially when verbs, articles, and word classes are taken into consideration. EFL instructors in Thailand, based on the research findings presented in this article, can develop some teaching materials concentrating on the real errors frequently troubling students' L2 English learning in the hope that their lessons and materials will be able to address the students' actual problems, thus reducing the chance of error production in their writing. (ERIC).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01