An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students

Autor/inn/en	Sermsook, Kanyakorn; Liamnimit, Jiraporn; Pochakorn, Rattaneekorn
Titel	An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students
Quelle	In: English Language Teaching, 10 (2017) 3, S.101-110 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Error Analysis (Language); Error Patterns; Sentences; English (Second Language); Case Studies; Second Language Learning; Second Language Instruction; College Second Language Programs; Interviews; Student Attitudes; Grading; Incidence; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Error analysis; Language; Fehleranalyse; Fehlertyp; Sentence analysis; Satzanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Schülerverhalten; Notengebung; Schulnote; Vorkommen; Ausland
Abstract	The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students' sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students' first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students' writing errors is genuinely needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01