Error patterns across proficiency levels in EFL learners’ writing compositions
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초록
Although error analysis is essential to understanding the EFL learning process and planning effective curricula, variations in proficiency level assignment and error categorization schemes in previous research have limited the generalization of findings. To address these limitations, the current study employed the widely accepted Common European Framework of Reference for Languages proficiency assignment system and the Louvain error tagging scheme to analyze a learner corpus with 139 essays. The results showed that errors are particularly frequent in articles and verbs tense and voice, with variations across different proficiency levels: Less proficient learners did not use the grammatical features but gradually acquired them as their proficiency level increased via a stage of using them with confusion. Lexical and stylistic errors showed less consistent patterns except that more proficient learners made fewer errors. By employing rigorous methodology, the study contributes to a more generalized understanding of EFL learning dynamics.
Abstract
Although error analysis is essential to understanding the EFL learning process and planning effective curricula, variations in proficiency level assignment and error categorization schemes in previous research have limited the generalization of findings. To address these limitations, the current study employed the widely accepted Common European Framework of Reference for Languages proficiency assignment system and the Louvain error tagging scheme to analyze a learner corpus with 139 essays. The results showed that errors are particularly frequent in articles and verbs tense and voice, with variations across different proficiency levels: Less proficient learners did not use the grammatical features but gradually acquired them as their proficiency level increased via a stage of using them with confusion. Lexical and stylistic errors showed less consistent patterns except that more proficient learners made fewer errors. By employing rigorous methodology, the study contributes to a more generalized understanding of EFL learning dynamics.
참고문헌 (24)
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