The Effect of Error Analysis on Iranian Intermediate EFL Learners of L2 Adjective Knowledge

Subject Areas : Journal of Teaching English Language Studies

Mahboobeh Joze Tajareh ¹ , Mohammadreza Khodareza ²

1 - Department of English language, Tonekabon Branch, Islamic Azad University, Tonekabon, IRAN.
2 - Department of English language, Tonekabon Branch, Islamic Azad University, Tonekabon, IRAN.

Received: 2015-01-21 Accepted : 2015-03-04 Published : 2015-05-01

Keywords: Error analysis, EFL learners, L2 adjectives knowledge, Error Taxonomies,

Abstract :

The present study intended to investigate the effect of Error Analysis on Iranian intermediate EFL learners’ knowledge of L2 adjectives. The question of this study followed the fact that whether Error Analysis has any effects on intermediate EFL learners’ knowledge of L2 adjectives, In order to find the answer of this question, this article considered some issues about Error Analysis and their effect on L2 adjective knowledge. For this reason 60 intermediate EFL learners were selected by OPT test and were divided in two groups (a control group and an experimental group). Then the pretest of L2 adjectives knowledge was administered in both groups in order to find out about L2 adjectives ability. Then treatments were administered in both groups. Treatment in control group was the traditional way of teaching adjectives without attention to source of errors and in experimental group was teaching adjectives by using Error Analysis and considering the type and source of errors. After that the posttest was administered in both groups in order to find out the amount of progress between pretest and posttest. At the end, the data was analyzed by two ways, Independent sample t-test and One-way ANCOVAS. And the result of study showed that the null hypothesis of the study was rejected so the Error Analysis had positive effect on L2 adjective knowledge

References:

Ahmadvand, M. (2008).Analyzing errors of Iranian EFL learners in their written

       productions. Retrieved March 27, 2009, from

       http://moslem17.googlepapers.com/AnalysingerrorsofIranianEFLlearners.pdf.

 

Bates, E. and Mac Whinney, B. (1982). ‘Functionalist approaches to grammar’ in

       Wanner. E Gletman (eds.). Language Acquisition: the State of the Art. New York:

       Cambridge University Press.

 

Brown, H. (1980). ‘The optimal distance model of second language acquisition’. TESOL

       Quarterly 14: 157-64.

 

Brown, k. (2000). ‘World Englishes and the classroom: research and practice agendas for

       the years  2000’ in E. Thumboo (ed.): The Three Circles of English. Singapore:

       University Press.

 

Burt, M., & Kiparsky, C. (1972). The Gooficon: A repair manual for English. Rowley,

       Ma.: Courtesy of Newbury House Publishers.

 

Chen, L. L. (2006). The effect of L1 and CAI on grammar learning:  An Error Analysis

       of Taiwanese beginning EFL learners' English essays. Asian EFL Journal, 9(2), 1-19.

 

Corder, S. P. (1967). The significance of learners’ errors. Reprinted in J.C. Richards (ed.)

       (1974, 1984) Error Analysis: Perspectives on second language acquisition, pp. 19-27.

       [Originally in International Review of Applied Linguistics, 5(4)] London: Longman.

 

Corder, S. P. (1974). Error Analysis: Prespectives on second language acquisition.

       London: Longman.

 

Dulay, C., & Burt, K. (1974).Error and strategies in child second language acquisition.

       TESOLQuarterly, 8, 129-138.

 

Ellis, R. (2003). Second Language Acquisition. Oxford: Oxford University Press.

Hatch, E. M. (1983). Psycholinguistics: a second language perspective. Rowley, MA:

       Newbury House Publishers.

 

James, C. (1998). Error analysis: source, cause and significance. In J.C. Richards (ed.),

       Error analysis: perspectives on second language acquisition. New York: Longman.

       189-219.

 

Javidan, S.  (1980).  Humanities  Error  Analysis  and  English  language  strategies  of 

       Iranian students.  Unpublished  doctoral dissertation, The Florida State University,

       U.S.

 

Kao, C. C. (1999). An Investigation into lexical, grammatical, and semantic errors in

       English compositions of college students in Taiwan. Fu Hsing Kang Journal, 67, 1-

       32

 

Keshavarz, M. D. (1999). Contrastive Analysis and Error Analysis (6^th ed.). Tehran:

       Rahnama Press.

 

Khodabandeh, F. (2007). Analysis of students' errors: The case of headlines. The Asian

       ESP Journal, 3(1), 6-21.

 

Koosha, M., & Jafarpour, A. A. (2006). Data-driven  Learning  and  Teaching 

       collocation  of  prepositions:  The  Case  of  Iranian EFL Adult Learners. Asian EFL

       Journal, 8(8), 200-216.

 

Lee, E.  P. (2001). Error Analysis on medical students’ writing. Retrieved October 21,

       2008, from                       

       http://www.stc.arts.chula.ac.th/ITUA/Papers_for_ITUA_Proceedings/eunpyonew.pdf

 

Lennon, P. (1991). Error: some problems of definition, identification and distinction.

       Applied linguistics 12: 180-95.

 

Lin, S. (2002). A case study of English writing competence of students at the Mei Ho

      Institute of Technology. Journal of Mei Ho Institute of Technology, 20, 180-206

 

Londono Vasuquez, D. A. (2007). Error Analysis. Retrieved October 21, 2008, from

       http://davidlondono.blogspot.com/search/updated-min=2007-01-          

       01T00%3A00%3A00-08%3A00&updated-max=2008-01-01T00%3A00%3A00-

       08%3A00&max-results=4

 

Neumann, R. (1977). An attempt to define through error analysis in intermediate ESL

       level at UCLA. MA thesis: UCLA.

 

Otoshi, J. (2005). An analysis of the use of criterion in a writing classroom in Japan. The

       JALTCALL Journal, 1(1), 30-38: [Online] Available:

      http://jaltcall.org/journal/articles/1_1_Otoshi.pdf

 

Richards, J. C. (1971). A non-contrastive approach to Error Analysis. English Language

       Teaching Journal, 25, 204-219.

 

Tabatabai, M. (1985). Error analysis: The types and the causes of the major structural

       errors made by Iranian university students when writing expository and imaginative

       prose (Report No. AAT-8528232). New York, NY: State University of New York at

       Buffalo.

 

Tseng, D. S. D. (1980). Error analysis, contrastive analysis, and the acquisition of English

       communicative competence. Journal of the Taiwan Provincial College of Education,

       4, 69-105

 

Weltig, M. S. (2004). Effect of Language errors and Importance attributed to Language

       on Language and Rhetorical-Level Essay Scoring. Span Fellow Working Papers in

       Second or Foreign Language Assessment, University of Michigan English Language

       Institute:  2, 53-81. [Online] Available:

       http://141.211.177.75/UofM/Content/eli/document/spaan_working_papersv2 

       weltig.pdf