Analysis of Higher Education Students' Errors in English Writing Tasks

Autor/inn/en	Özkayran, Ali; Yilmaz, Emrullah
Titel	Analysis of Higher Education Students' Errors in English Writing Tasks
Quelle	In: Advances in Language and Literary Studies, 11 (2020) 2, S.48-58 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	College Students; Error Analysis (Language); Case Studies; Second Language Learning; Second Language Instruction; English (Second Language); Form Classes (Languages); Writing (Composition); Language Tests; Taxonomy; Classification; Language Teachers; Verbs; Spelling; Nouns; Morphemes; Grammar; Teaching Methods; Foreign Countries; Writing Evaluation; Turkey + Suchen Sie Ihr Suchwort? Collegestudent; Error analysis; Language; Fehleranalyse; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Analytischer Sprachbau; Schreibübung; Language test; Sprachtest; Taxonomie; Classification system; Klassifikation; Klassifikationssystem; Language teacher; Sprachunterricht; Schreibweise; Morphem; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb "to be", spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners' errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01