Error and Error Analysis of the Writing Task of English Language Learners

Abstract

Error Analysis has played a significant role in Second Language Acquisition. Ironic as it is, but error can be

a tool to elicit learning of language learners. The study aims to identify the grammatical errors of the

written output of English Students. It also aims to determine the error classification of each grammatical

errors and find out which grammatical error in each classification has the highest frequency count. The

result of the analysis clearly identified that verb-related errors, lexical issues, SVA, Preposition, Pronoun

usage and apostrophe were the common errors in their writing performance. The highest frequency count

for grammatical errors is the use of verb tenses which fell into misformation as its classification.

Misformation has the highest frequency count of grammatical errors. It was also found out that there are

attempts of language transfer from the writing task given.

Chapter 1

Introduction

Error and error analysis played a role in teaching and learning English as second language. Ironic as it may

appear, but errors can actually help second language learners widen their knowledge and understanding

of English structure. Second language learners are still working on towards the mastery of the language.

As surveyed by researchers, English learners’ language development is still a work in progress. A lot of

studies have been conducted to know the status and development of English language learners.

Jabeen (2015) asserted that errors are significant parts in the process of language learning. They

are not really bad, but they can give awareness to the development of English structures and processes.

Hence, errors may assist better understand of the processes and structures of English language to second

language learners. Mohamed, Awang and Hasan (2011) also affirmed that errors provide significant ideas

and input to language learners for language learning progress and these errors should be taken into

account.

Writing, as one of the macro-skills that needs to be developed among ESL learner, is accordingly the most

difficult skill to learn. Watcharapunyawong and Usaha (2013) conveyed that due to student’s problems in

grammatical structures and rules in complex sentence construction, writing becomes the most difficult

skill to master. As mentioned by Widianingsih and Gulo (2016), grammar rule is among the difficult process

in learning the language, much more in translating it in the writing process. In the study Widianingsih and

Gulo (2016), the common difficulties are in subject-verb agreement, tenses and plural markers.
This study aimed to identify the grammatical errors of English learners and what classification of error

does each error fall. It aimed also to see what grammatical error is mostly committed by learners.
 Scope and Limitation

The study looked into the errors committed by English learners. It specifically examined the errors by

found in grammar structure. The writing mechanics such as capitalization and punctuation marks were

not included in the analysis. The study also examined the classification of errors that the learners

committed towhich would they fall to Dulay, Burt,and Krashen’s classification of errors: misformation,

overgeneralization, omission, and misordering . Richards’ overgeneralization is also considered in

classifying the errors in this study.

Theorethical Framework

This qualitative study is anchored on the surface strategy taxomony in classifyingerrors by Dura, Burt

and Krashen. Surface strategy taxomony that looks into the surface alteration of language structure.

Looking into this angle for error analysis, this strategy makes us aware that language learners’ errors are

based on some logic, but not result of sloppy and lazy thinking. It is because of the student’s use of some

“interim principles” to produce a new language (Dulay, Burt, and Krashen, 1982). Surface Strategy

Taxomony classifies errors into omission, addition, misformation nad misordering.

Intralingual errors by Jack Richards is being considered in this qualitative research. Haydare and Bagheri

(2012) defined intralingual errors as learner’s act of generalizing a certain rule and applying it to most of

the language structure. One of the major components that is being used in the research is

overgeneralization. According to Myint (n.d) overgeneralization is a deviant structure of a learner’s

language because the learner tends to overgeneralize the rules.

Statement of the Problem

This papers aims to answer the following research questions:

1. What are the grammatical errors committed by English language learners?

2: Which error classification does each grammatical error fall?

3: Which grammatical error in each classification has the highest frequency count?
 Chapter 2

Review of Related Literature

Error is simply a state of being wrong. In ESL, identifying errors among second language learners is a

useful strategy to help language learners learn structures and improve their knowledge of the language.

As mentioned by Ali (2001), Error Analysis opens opportunities of problem undergone by second

language learners, Hence, teachers, syllabus designers and writers can address these occurring problems

in language learning.

There were various studies conducted for error analysis. Dulay, Burt and Krashen (1982) identified four

classification of errors in surface structure.

Omission

Omission, according to Limengka and Kuntjara (2013) can be identified when there is an absence of a

certain item that must appear in the sentence. In the study entitled “Types of Grammatical Errors in the

essays written by fourth-Semester Students of English Department”, the common grammatical errors

that fell in this category were omission of articles, preposition and verb.

Misformation

In the study of Limengka and Kuntjara (2013), ESL learners’ writings were examined. Following the

classification of errors by Dulay, Burt and Krashen, it was found out that the highest frequency error fell
on the misformation. Majority of the grammatical errors in this classification were the use of verbs and

nouns.

Misordering

Misordering is when a certain morpheme is wrongly placed in the sentence. English language has

structure for it to be grammatical. Misordering occurs when the placement of word is incorrect resulting

to ungrammatical state of idea. Misordering comes the least among the error types in most of the study.

Overgeneralization

Richards (2019) emphasized that overgeneralization is the process that refers to extending the use of a

form to an inappropriate context by analogy. This is a natural occurring tendency for learners of English

as a second language. Common overgeneralize concept in grammar is the verb. Myint (n.d) explained

that overgeneralization occurs when a learner has an incomplete application of rules. This happens

when do not fully grasped the structure required to produce an acceptable sentences.

Overgeneralization also happens when the learner has ignorance or rule restrictions.

Language Transfer

Rangelova (2018) defined language transfer as he replication of rules from our first language (L1) to the

second language (L2). This is also referred as the interference of L1 in the learner’s attempt to translate

an idea to the target language. Because of L1 interference, grammatical error usually happen. According
to Derakshan and Karimi (2015), it is a popular belief that first language has an effect on the second

language acquisition, and it is claimed that L1 can interfere with the acquisition of L2.
 Chapter 3

Methodology

This Qualitative study was participated by 23 Grade 11 ABM students of Boc-Boc National High School

and 17 Grade 10 students of Bukidnon National School of Home Industries. The said Respondents were

selected as these writings were one of the requirements they had in an English class. The other Grade 10

students were also selected as to their willingness to pass the narrative task that was given to them.

Grade 11 students were tasked to write a narrative of their heartbreak experience. The other was given a

task to narrate a favourite story they had in mind. Each was given enough time to write his/her narratives

and was tasked to write 150-200 words.

The narratives were checked and analysed. The researcher looked into the ungrammatical structures

committed by the learners. The errors were listed and the researcher used frequency count for students

who committed the same errors. These errors identified were classified according to the surface strategy

taxomony of Duran, Burt and Krashen, and the intralingual error of overgeneralization of Jack Richards.

Frequency count was used in identifying the highest count for grammatical error. The number of students

who committed particular grammar error was also counted and recorded as part of analysis.
 Chapter 4

Results and Discussion

RQ1. What are the grammatical errors committed by English language learners?

Table 1. Frequency Count of Grammatical Errors by Students

Grammatical Errors No. of Students Samples

1. SVA
2. INCOMPLTE SENTENCE
3. USE OF PREPOSITIONS
4. PRONOUN
5. LEXICAL ISSUES
6. APOSTROPHE
7. ARTICLES
8. VERB FORM
A. INFINITIVES
B. VERB PHRASE
C.PAST/PRESENT PARTICIPLES
D. VERB TENSE CONSISTENCY

Table 1 shows the grammatical errors found in the essay writing of the students. As observed,

verb has been the common mistakes found in the analysis. The inconsistency of verb tenses has

the biggest number of error among the students. In the study of Garrigo and Romero (2012)

entitled “Errors in the use of English Tenses”, the highest frequency of error is in the use of
 tenses. The respondents showed problems with the choice of tense, hence, result to errors. A

similar sturdy by Kantho, Narrot, and Sukasame (2014) tackled on error analysis of verb tenses. It

was found out that the highest frequency count of verb tenses were past perfect tense, followed

by the past simple tense and present perfect tense. It can be inferred that the students hace lack

of knowledge and understanding of when and how to use these various verb tenses.
Error in verb formation was also observed. It was found out that students had difficulties in the basic

formula of verb forming past/present participle and the use of helping verb in writing verb phrase. In a

study of Wee, Jusoff, and Sim (2010), it was also observed that omission and overgeneralization were

common errors of second language learners. This proved that there is a gap of knowledge in verb usage.

Lexical issues were seen as part of the errors. The words “their” is being interchanged as to “there”, “well”

was misinterpreted to the word “will”, “here”, and “ her”, and “its” as being confused with the word ”it’s”.

These were wrong choices of word which were repeatedly used by some students. There were instances

that students used a wrong word for a particular idea that a respondent intended to mean. One written

sentence cited is: One month past, my grandmother go to Cebu. The student intended to mean “past” as

something that has gone by. Instead of using “pass”, the student used a wrong word. Another lexical issue

found in the essays were the use wrong use past of speech. As written by the student, It was a sparkly

night, there was a girl in the chair. The adverb was not used appropriately in the sentence. In the study of

Ander and Yuldirim (2010), among the category of lexical errors, wrong choice of word is the common

error committed by second language learners. These results confirmed that students lacked vocabulary

and tended to misuse words according to its function.

Subject-Verb-Agreement is still a common problem to second language learners. Contradictory so some

of the error analysis studies, SVA has the highest frequency error. However, in this study, SVA did not

appear to be the biggest problem in the essay writing.

Table 2. Frequency Count of Grammatical Errors

Grammatical Errors Frequency Count of Error

1. SVA
2. INCOMPLTE SENTENCE
3. USE OF PREPOSITIONS
4. PRONOUN
5. LEXICAL ISSUES
6. APOSTROPHE
7. ARTICLES
8. VERB FORM
A. INFINITIVES
B. VERB PHRASE
C.PAST/PRESENT PARTICIPLES
D. VERB TENSE CONSISTENCY

Table 2 shows the frequency errors found in the written output Clearly, verb-related grammatical error

has the highest frequency count Specifically, inconsistency of verb tenses is the biggest problem found

among the writing task of the learners. This result supports the study of Taher (2011). In the study of the

said author, it was found that the most frequent errors are verb-related and inflection and verb tenses .In

another study by Carol (2017), it was manifested that the highest frequency count of Filipino in

grammatical error fell on verb tenses category. SVA was second in rank. Truly, although the learners were

taught on how to use it, they still lack mastery in the use of these.

As shown table 2, lexical issue ranked second in grammatical problems of the selected respondents.

It can be inferred in this study that the common lexical errors were due to lack of vocabulary. Gulbak (n.d)

conveyed that when learners have insufficient knowledge of terms of meaning and form, it directly results

in wrong word choice. Sometimes, lexical errors happened because of the learner’ action of translating it

form L1 to English language. Bahrami and Salehi (2017) examined forty scientific articles by students and
found out that wrong word usage has the highest frequency count. The same authors confirmed that this

occurrence was highly due to L1 transfer.

RQ2. Which error classification does each grammatical error fall?

Figure 1. Classification of Errors

PIE

Figure 1 shows the distribution of grammatical errors according to the classification of errors by Duran,

Burt and Krashen as well as the Jack Richard’s intralingual error specifically- overgeneralization. The

highest percentage in the classification of error is misformation. This is where the wrong tense is

included, SVA, incorrect usage of preposition, lexical issue, pronoun usage and apostrophe placement

belong. The following are examples of the grammatical errors mentioned which belong to misformation:

Wrong Tense: Belle save his father and they returned home.

SVA: She cooks breakfast for Jobert, make his coffee and prepare Jobert’s work suit.

Preposition: She command me to admit that I get the Pencil in all my classmates

Lexical Issue: Behrman helps.. to paint the last leaf… so that Johnsy well be happy.

We learn in our mistakes and pass.

I am so greatful to know you ever since.

We do not need to waist our friendship.

I defend myself because he’s over.

Pronoun Usage: On that day, me and my classmate have a challenge.

The child of our teacher said that their eraser lost.

Apostrophe: I haven’t ever seen like it.

Omission ranked second in the error frequency count. This is where the omission of articles, omission of

helping verb, omission of preposition, omission of apostrophe and the omission of subject or verb for

incomplete sentences belong. Omission of “d” or “ed” in verb forms is also included in this classification.

The following are examples of sentences with the aforementioned grammatical errors which belong to

this classification:

Articles: Luke has hard time to swallow the information.

Correction: Luke has a hard time to swallow the information.

Helping Verb: I shocked and cried a lot in front of her…

Correction: I was shocked and cried a lot in front of her.

Preposition: I lie a person who makes me inspired.

Correction: I lie to the person who makes me inspire.

Apostrophe: When I saw Eunice face or smile, it makes me smile too.

Correction: When I see Eunice face or smile, it makes me smile too.

 Incomplete: I really serious to him. I hurt so much.

Correction: I was really serious to him. I was hurt so much.

Verb form: I’ve never expect that I have a chance to dig…

Correction: I’ve never expected that I have a chance to dig…

In the study of Limengka and Kuntjara (2013), omission of articles, verb and preposition were the

common errors of second language learners. Vasquez (2008) analysed the writing composition of an ESL

learner and found out that omission in verb form category was dominant. The learner missed helping

verbs and at some instance omitted pronouns. This was due to an interference of L1 Structure.
Overgeneralization ranked third. This is where overgeneralized application of rules to certain structure.

As observed, verb forms are the common grammatical errors that fall in this classification. The following

are example of grammatical errors from student’s written output:

Infinitives: I learn how to valued myself.

Participles: The sincerity you’ve showed towards me.

I have give him my trust, effort and… my heart.

Verb Tense: … that I will met a person that really cares for me.

I never imagine I would experienced heartbreak like that.

We are young and now we finally are escape that terrible situation. That

time I was feel like the end of the world

The least frequency error is misordering. The following are examples of sentence from students writing

which fell in this classification:

He always prepare for our meal for us to not be late.

We attended the orientation first day.

I have a lot of requirement that need first to do.

There are also attempts of language transfer in two of the 40 papers being examined. Examples are the

following:

(a) No Cath is present. No bride comes

(b) So we back again our friendship.

Sentence (a) is an application of language transfer. It is better and appropriate to say Cath did not show

up. The brides did not come. Sentence (b) on the other hand is also an application of language transfer. It

is better to say So our friendship was restored. These occurrence were due to an attempt of applying L1

structure to English structure. In one study of Kezmes (2015), it was found out that language learners tend

to rely on their native language structures to produce a response. However, if L1 and L12 has differences,

there is an expected errors that will occur.

RQ3. Which grammatical error in each classification has the highest frequency count?

Figure 2. Grammatical Errors in Misformation

BAR

Figure 2 showed the grammatical errors that fall under misinformation as an error classification.

It is clear that verb tense appeared to be the highest frequency error followed by lexical issue, SVA,

Preposition, Pronoun and Apostrophe.

Figure 3. Grammatical Errors in Overgeneralization

BAR

Figure 3 showed that verb-related errors usually fall in overgeneralization. The highest error is in

infinitives when learners tend to add “ed” or “d” to the verb next to the word “to” (e.g I learn how to

valued myself). It is then followed by errors in verb phrases when learners added a morphine or another

helping verb (e.g I never imagine I would experienced heartbreak like that). Lastly, there were few errors
on particles when learners failed to construct correct verb participles by using past tense or present

tense after the word “have/has”. (e.g The sincerity you’ve showed towards me).

Figure 4. Grammatical Errors in Omission.

BAR

Figure 4 showed that omission of helping verbs has the highest frequency count. Omission of articles

followed, then incomplete sentence could either be an omission of subject or verb. Omission of

preposition is also a tendency and omission of apostrophe comes the least.

 Chapter 5

Conclusion and Recommendation

The study simply showed that there is consistency of errors. The writing task has no different writing

intentions and the respondents were from two different levels. However, there is a clear manifestation

of the same errors found from these two writing activities committed by the two different levels. The

study also showed the learner’s lack of understanding with regards to verb formation. Inconsistency of

verb tenses in writing task. Hence, there must be a wider and clearer emphasis to these concepts so that

these errors will be addressed.

Further study on the mechanics and writing content of the language learners is to be recommended. It is

also a concern that language learners will not only be able to produce well-constructed and structured

sentences but must also know how to express ideas in a comprehensive and coherent manner.
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org/journal/Index.php/elr/article/view/8189

Watcharapunyawong , S. 7 Usaha, S. (2013). Thai EFL Student’s Writing Errors in Different Text Types: The

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