Error Analysis in Korean EFL Learners’ Writing: A Case Study of Elementary Level Learners
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초록
This study investigated the types of errors in the essay writing of college students at the elementary level. A total of sixty-four data were collected from thirty-five college students at the elementary level who took a general English course. Dulay et al. (1982)’s surface strategy taxonomy was adopted for the analysis and the students’ errors were categorized into four parts, such as omission, addition, misformation, and misordering. Results showed that the frequency of errors from misformation was the highest (51%), followed by omission (32.95%), misordering (10.71%), and addition (4.76%). In more detail, tense errors were revealed most frequently, followed by word choice. In particular, errors in the use of articles and prepositions occurred in various forms, which are construed as a result of a language system that does not exist in the mother tongue. The students in this study committed various grammatical errors at the sentence level as well as showed a lack of general knowledge about writing. It suggests that second language learners should be taught not only linguistic knowledge but also the strategy to improve writing skills.
Abstract
This study investigated the types of errors in the essay writing of college students at the elementary level. A total of sixty-four data were collected from thirty-five college students at the elementary level who took a general English course. Dulay et al. (1982)’s surface strategy taxonomy was adopted for the analysis and the students’ errors were categorized into four parts, such as omission, addition, misformation, and misordering. Results showed that the frequency of errors from misformation was the highest (51%), followed by omission (32.95%), misordering (10.71%), and addition (4.76%). In more detail, tense errors were revealed most frequently, followed by word choice. In particular, errors in the use of articles and prepositions occurred in various forms, which are construed as a result of a language system that does not exist in the mother tongue. The students in this study committed various grammatical errors at the sentence level as well as showed a lack of general knowledge about writing. It suggests that second language learners should be taught not only linguistic knowledge but also the strategy to improve writing skills.
참고문헌 (22)
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