Common Errors Made in English Writing by Malaysian Chinese Primary Year 6 ESL Learners at a Tuition Centre in Puchong, Malaysia

Autor/inn/en	Govindarajoo, Mallika Vasugi; Chin Hui, Chow; A Aziz, Siti Farhah
Titel	Common Errors Made in English Writing by Malaysian Chinese Primary Year 6 ESL Learners at a Tuition Centre in Puchong, Malaysia
Quelle	In: Asian Journal of University Education, 18 (2022) 3, S.674-690 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Error Analysis (Language); English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Elementary School Students; Writing (Composition); Mandarin Chinese; Native Language; Written Language; Orthographic Symbols; Difficulty Level; Learning Processes; Language Proficiency; Grammar; Grade 6; Task Analysis; Morphemes; Form Classes (Languages); Verbs; Interference (Language); Translation; Writing Skills; Accuracy; Writing Instruction; Student Attitudes; Malaysia + Suchen Sie Ihr Suchwort? Error analysis; Language; Fehleranalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schreibübung; Geschriebene Sprache; Schwierigkeitsgrad; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Grammatik; School year 06; 6. Schuljahr; Schuljahr 06; Aufgabenanalyse; Morphem; Analytischer Sprachbau; Writing skill; Schreibfertigkeit; Schreibunterricht; Schülerverhalten
Abstract	The purpose of this research was to identify the common errors made in English writing by Malaysian Chinese primary year 6 ESL students and to determine the extent of the influence of the first language, Mandarin in ESL writing. The Mandarin language uses a logographic writing system while the English language is written in alphabetic scripts. The difference between the two language systems makes it challenging for Chinese ESL learners to master the English language. In this study, which employed a qualitative approach, 15 ESL students from primary year six were chosen as participants for the writing tasks which formed the first part of the study. Completed writing tasks of ten participants were chosen for analysis. Interviews were conducted with three participants to obtain their perceptions on their grammar proficiency. The highest and most prominent grammar errors revealed in the analysis were in the area of tenses, object pronouns, plurals, auxiliary verbs, prepositions and articles. These errors were found to be caused by the influence of the mother tongue through direct translation from the Mandarin language. To conclude, errors are inevitable but they are crucial for ESL learners to make progression in their English writing skill. The results obtained in this study serve as vital knowledge and information for ESL educators to enhance ESL learners' grammar accuracy in writing. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://ajue.uitm.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01