An Analysis of Errors in Business-Oriented Written Paragraphs of the Thai EFL Undergraduates

Autor/inn/en	Patarapongsanti, Ampika; Thongsan, Nuchsara C.; Sukrutrit, Praweerata; Para, Chamnan; Saphanuchart, Nawarat
Titel	An Analysis of Errors in Business-Oriented Written Paragraphs of the Thai EFL Undergraduates
Quelle	In: English Language Teaching, 15 (2022) 7, S.136-148 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Undergraduate Students; English (Second Language); Second Language Learning; Business Communication; Writing Assignments; Error Analysis (Language); Paragraph Composition; Interference (Language); Thailand + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Unternehmenskommunikation; Error analysis; Language; Fehleranalyse
Abstract	Effective written communication is not only a crucial skill for academic achievement but also for business context as it could lead to individual professional career success and profitable accomplishment. To achieve these goals requires concise and correct communication. This study, therefore, aims to explore the most frequently-made errors by 30 Business English major students. From the total number of 14,118 words, the study found that the students most frequently made three types of errors: morphological (17.91%), syntactical (45.37%), and mechanical (36.72%) levels. Of all the errors that occurred, article errors appeared to be the most problematic use (17.31%), followed by punctuation (13.34%), plurality (13.43%), capitalization (9.55%), and preposition (8.96%) errors. The findings suggested that mostly-made errors by the Business English major students were influenced by the interference of their first language. Additionally, apart from explicit grammar teaching, greater exposure to the target language is also required in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01