Interlanguage Patterns in the Writing of Korean EFL Learners and Pedagogic Implications
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This study examines writing errors of a selected group of Korean EFL (English as a Foreign Language)learners with a view to determining the impact of interlanguage as a major source of the errors. Eight categories of errors were identified from a selected corpus of 93 sentences. The findings reveal that omissions and violations are the most prevalent errors. It is also evident that interlanguage is a major source of the errors. The implications on pedagogy are discussed and a learning strategy self actualization input is proposed.
Abstract
This study examines writing errors of a selected group of Korean EFL (English as a Foreign Language)learners with a view to determining the impact of interlanguage as a major source of the errors. Eight categories of errors were identified from a selected corpus of 93 sentences. The findings reveal that omissions and violations are the most prevalent errors. It is also evident that interlanguage is a major source of the errors. The implications on pedagogy are discussed and a learning strategy self actualization input is proposed.
참고문헌 (16)
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