A Comparative Error Analysis: Iranian Monolingual and Bilingual Male and Female EFL Learners

الموضوعات :

مریم موذنی لیمودهی ¹ (گروه زبان انگلیسی، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران)
امید مازندرانی ² (گروه زبان انگلیسی، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران)
بهزاد قنسولی ³ (دانشکده زبان انگلیسی، دانشگاه فردوسی مشهد)
ژیلا نایینی ⁴ (گروه زبان انگلیسی، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران)

تاريخ الإرسال : 03 السبت , ذو الحجة, 1443 تاريخ التأكيد : 03 السبت , ذو الحجة, 1443 تاريخ الإصدار : 05 الخميس , صفر, 1444

الکلمات المفتاحية: Error analysis, bilingual Turkmens, L1 interference, monolingual Persians, written grammatical errors,

ملخص المقالة :

Error analysis is considered as an invaluable pedagogical tool in teaching English as a foreign/second language (EFL/ESL). Despite abundant research, there are still lacunae in studies investigating the written grammatical errors among monolingual and bilingual male and female Persian and Turkmen EFL learners. To fill the gap, 158 Persian and Turkmen EFL learners from Golestan Province wrote two descriptive scripts that were examined for their most recurrent written grammatical errors. The errors were then analyzed and compared based on the framework of the study. Statistical analyses indicated significant relationships between Persian and Turkmens’ written grammatical errors and their gender. The frequency of monolingual Persians’ errors was significantly lower than that of bilingual Turkmens. These findings might interest EFL teachers, syllabus designers, and materials developers. Moreover, they could be a prerequisite to corrective feedback research while opening doors to further pertinent studies.

المصادر:

Abbasi, M., & Karimnia, A. (2011). An analysis of grammatical errors among Iranian translation students: Insights from interlanguage theory. European Journal of Social Sciences, 25(4), 535-536.

Abushihab, I. (2014). An analysis of grammatical errors in writing made by Turkish learners of English as a foreign language. International Journal of Linguistics, 6(4), 213-223.

Aghagolzadeh, F., & Davari, H. (2017). English education in Iran: From ambivalent policies to paradoxical practices. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (pp.47-62). Springer International Publishing.

Al Mubarak, A. A. (2017). An investigation of academic writing problems level faced by undergraduate students at Al Imam Al Mahdi University-Sudan. English Review: Journal of English Education, 5(2), 175-188.

Alhaysony, M. (2012). An analysis of article errors among Saudi female EFL students: A case study. Asian Social Science, 8(12), 55-66.

Al-Hazzani, N., & Altalhab, S. (2018). Can explicit written corrective feedback develop grammatical and lexical accuracy of Saudi EFL learners? International Journal of Education & Literacy Studies, 6(4), 16-24.

Bahrpeyma, M., & Ostad, O. (2018). Error analysis of composition writing: A case of Iranian EFL learners. International Journal of Research Studies in Language Learning, 7(1), 101-112.

Bani Younes, Z., & Salamh Albalawi, F. (2015). Exploring the most common types of writing problems among English language and translation major sophomore female students at Tabuk University. Asian Journal of Basic and Applied Sciences, 3(2), 7-26.

Beheshti, Zh. (2015). Syntactic analytic of error in Iranian EFL learners’ written productions. Journal of Applied Linguistics and Language Research, 2(6), 1-12.

Belhiah, H., & Elhami, M. (2015). English as a medium of instruction in the Gulf: When students and teachers speak. Language Policy, 14(1), 3-23.

Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102-118.

Bitchener, J. (2017). Why do some L2 learners fail to benefit from written corrective feedback? In H. Nassaji and E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications, (129-140). New York: Routledge.

Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of post-graduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5(1), 4-18.

Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge.

Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191-205.

Brown, H. D. (2014). Principles of language learning and teaching (6^th edition). New York: Pearson Education.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Cetin Koroglu, Z. (2014). An analysis on grammatical errors of Turkish EFL students’ written texts. International periodical for the languages, literature and history of Turkish or Turkic. 9(12), 101-111.

Chan, A. Y. W. (2004). Syntactic transfer: Evidence from the interlanguage of Hong Kong Chinese ESL learners. The Modern Language Journal, 88(1), 56-74.

Chen, L.L. (2006). The effect of the use of L1 in a multimedia tutorial on grammar learning: An error analysis of Taiwanese beginning EFL learners’ English essays. The Asian EFL Journal Quarterly, 8(2), 76-110.

Chen, S., & Nassaji, H. (2018). Focus on form and corrective feedback at the University of Victoria. Language Teaching, 51(2), 278-83.

Chomsky, N. (1959). Review of verbal behavior. Language, 35(1), 26-58.

Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-423.

Corder, S. P. (1974). Error analysis and remedial teaching. ERIC, 1-15.

Corder, S.P. (1967). The significance of learner’s errors. IRAL, 5(4), 161-170.

Corder, S.P. (1982). Error analysis and interlanguage. London: Oxford University Press.

Dan, L. D., Artawa, K., Budiarsa, M., Suastra, I. M., & Septevany, E. (2021). Pronunciation errors of Indonesian Mandarin learners. The International Journal of Language and Cultural, 3(1), 66-82.

Dulay, H., Burt, M. & Kreshen, S. (1982). Language two. Oxford: Oxford University Press.

Darus, S., & Subramaniam, K. (2009). Error analysis of the written English essays of secondary school students in Malaysia: A case study. European Journal of Social Sciences, 8(3), 483-495.

Derakhshan, A., & Karimian Shirejini, R. (2020). An investigation of the Iranian EFL learners’ perceptions towards the most common writing problems. Sage Open, 10(2), 1-10.

Derakhshan. A., & Karimi, E. (2015). The interference of first language and second language acquisition. Theory and Practice in Language Studies, 5(10), 2112-2117.

Ellis, R. (2003). Second language acquisition. Oxford: Oxford University Press.

Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press.

Evans, N. W., Hartshorn, K. J., McCollum, R. M, & Wolfersberger, M. (2010). Contextualizing corrective feedback in second language pedagogy. Language Teaching Research, 14(4), 445-463.

Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32, 181-201.

Ferris, D. R. (2011). Treatment of error in second language student writing. (2^nd edition). Ann Arbor: University of Michigan Press.

Ghorbani, T. (2020). Investigating the values and behaviors of ESP teachers and their experience in classrooms. The International Journal of Language and Cultural, 2(02), 1-7.

Hayati, A. M., & Mashhadi, A. (2010). Language planning and language in-education policy in Iran. Language Problems and Language Planning, 34(1), 24-42.

Hoey, E. M. (2013). Grammatical Sketch of Turkmen (Master’s thesis, University of California, Santa Barbara). Retrieved from https://www.researchgate.net/publication/291523062_Grammatical_sketch_of_Turkmen

Keshavarz, M.H. (2012). Contrastive analysis and error analysis. Tehran: Rahnama.

Khan, I. A. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1248-1257.

Khansir, A. A., & Pakdel, F. (2018). Place of error correction in English language teaching. Educational Process: International Journal, 7(3), 189-199.

Khansir, A. A., & Pakdel, F. (2019). Contrastive analysis hypothesis and second language learning. Journal of ELT Research, 4(1), 35-43.

Khoshsima, H. & Banaruee, H. (2017). L1 interfering and L2 developmental writing errors among Iranian EFL learners. European Journal of English Language Teaching, 2(4), 1-14.

Khoshsima, H., & Banaruee, H. (2017). L1 interference and L2 developmental writing errors among Iranian EFL Learners. European Journal of English Language Teaching, 2(4), 1-15.

Kirkgoz, Y. (2010). An analysis of written errors of Turkish adult learners of English. Procedia Social and Behavioral Sciences, 2, 4352-4358.

Kirmizi, O., Karci, B. (2017). An investigation of Turkish higher education EFL learners’ linguistic and lexical errors. Educational Process International Journal, 6(4), 35-54.

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod.  Mahwah, N. J.: Lawrence Erlbaum.

Lin, CH. Y., & Gan, X. (2014). Taiwanese college students’ use of English listening strategies and self-regulated learning. International Journal on Studies in English Language and Literature, 2(5), 57-65.

Mehranpour, S., & Forutan, A. (2015). Theories of first language acquisition. Journal of Language, Linguistics, and Literature, 1(2), 30-40.

Moazzeni Limoudehi, M., & Mazandarani, O. (2019). Iranian EFL learners’ written grammatical errors: Different levels of language proficiency. Journal of English Language Pedagogy and Practice, 12(24), 115-168.

Moazzeni Limoudehi, M., Mazandarani, O., Ghonsooly, B., & Naeini, Zh. (2021). A fuzzy TOPSIS approach to ranking the effectiveness of corrective feedback strategies: Monolingual Persian versus bilingual Turkmen EFL learners. Teaching Language Skills, 40(1), 153-186.

Moazzeni Limoudehi, M., Mazandarani, O., Ghonsooly, B., & Naeini, Zh. (2020). The effectiveness and rank of metalinguistic corrective feedback strategies on written grammatical performance: Monolingual Persian vis-à-vis bilingual Turkmen EFL learners. Issues in Language Teaching (ILT), 9(2), 245-284.

Nayernia, A. (2011). Writing errors, what they can tell a teacher? Modern Journal of Applied Linguistics, 3(2), 200-217.

Pouladian, N., Bagheri, M. S., & Sadighi. F. (2017). An analysis of errors in writing skill of adult Iranian EFL learners preparing for the IELTS. International Journal of English Linguistics, 7(3), 85-96.

R Core Team (2016). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL http://www.R-project.org

Rahmani, P., & Bagherzadeh Kasmani, M. (2012). Contrastive analysis: An investigation of error analysis of Kurdish and Persian speaking students majoring in translation (EFL). Asian Journal of Social Sciences & Humanities, 1(4), 56-60.

Richards, J. C., & Renandya, W.A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.

Ridha, N. S. (2012). The effect of EFL learners’ mother tongue on their writings in English. An error analysis study. Journal of the College of Arts, University of Basrah, 60, 22-45.

Sabzalipour, B. (2012). Error analysis on students’ Persian–English translation. Asian Journal of Social Sciences & Humanities, 1(4), 171-176.

Sadeghi, K. (2009). Collocational differences between L1 and L2: Implications for EFL learners and teachers. TESL Canada Journal, 26(2), 100-124.

Salehi, M., & Bahrami, A. (2018). An error analysis of journal papers written by Persian authors. Cogent Arts & Humanities, 5(1), 1-16.

Salmani Nodoushan, M.A. (2018). Toward a taxonomy of errors in Iranian EFL learners’ basic-level writing. International Journal of Language Studies, 12(1), 61-78.

Saville-Troike, M. (2012). Introducing second language acquisition. Cambridge: Cambridge University Press.

Schachter, J., & Celce-Murcia, M. (1977). Some reservations concerning error analysis. TESOL Quarterly, 11(4), 441-450.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.

Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.

Seror, J. (2009).  Institutional forces and L2 writing feedback in higher education. The Canadian Modern Language Review, 66(2), 203-232.

Solati, A. (2014). Psycholinguistic sources of English spelling errors. International Journal of English and Education, 3(2), 37-51.

Taşçı, S. & Aksu Ataç, B. (2018).  Written grammatical errors of Turkish adult learners of English: An analysis. Journal of International Social Sciences Education, 4(1), 1-13.

Yousefi, S. (2018). The study of written errors of Iranian EFL pre-university learners: A case study. Linguistic and Literary Broad Research and Innovation, 7(1), 46-54.

 Zare, S., Ganji, N., Jalaei, M., & Mirshah Jafari, S.E. (2018). Error analysis of Iranian students’ translations of Arabic texts: A case study of the third-grade high school students of Fars Province. Research in Arabic Language, 10(19), 15-32.