Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students
Publish place: Research in English Language pedagogy، Vol: 2، Issue: 1
Publish Year: 1393
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_RELT-2-1_002
تاریخ نمایه سازی: 4 خرداد 1395
Abstract:
This study identifies and analyses the common errors in writing skill of the first year students of Azad University of South Tehran Branch in relation to their first language (L1), the type of high school they graduated, and their exposure to media and technology in order to learn English. It also determines the categories in which the errors are committed (content, organisation/discourse, vocabulary, mechanics, or syntax) and whether or not there is a significant difference in the percentage of errors committed and these categories. Participants of this study are 190 first year students that are asked to write an essay. An error analysis model adapted from Brown (2001) and Gayeta (2002) is then used to evaluate the essay writings in terms of content, organisation, vocabulary, mechanics, and syntax or language use. The results of the study show that the students have greater difficulties in organisation, content, and vocabulary and experience less difficulties in mechanics and syntax.
Keywords:
Writing Skill Development , Error Analysis , Second Language Learning and Teaching , Pedagogy in Writing Skills
Authors
Adnan Sataryan
PhD Candidate and Assistant Lecturer, University of Tasmania (UTAS), Australia
Ahmad Mohseni
Associate Professor, Islamic Azad University- South Tehran Branch, Iran