A Corpus-based analysis of syntactic errors in students’ essays a descriptive study about the effect of syntactic knowledge that hinder the EFL students’ writing proficiency at Oum El Bouaghi
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Date
2022
Journal Title
Journal ISSN
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Publisher
Université De Larbi Ben M’hidi Oum EL Bouaghi
Abstract
Writing is seen as a useful skill that requires practice, sufficient time, and
significant effort to achieve better acquisition and become a skilled writer. The goal of
this research is to describe and analyze the many types of syntactic errors made by
third-year students, as well as the causes and effects of these errors on their writing
skills. To accomplish this goal, a descriptive qualitative research methodology was
used with third-year EFL students at Larbi Ben M’hidi University. an error analysis
was performed on the classification essays written by 50 third-year students on four
different subjects in order to determine the primary syntactic problems that third-year
students struggle with. According to the conclusions of this study, students struggle
with syntactic knowledge when writing, a struggle which has an impact on their
works. In terms of frequency of occurrence of the previous, tense and subject verb
agreement errors are the most prevalent while auxiliary verb and passive voice are
less prevalent. Based on the findings, grammar lessons should be implemented in
third year.
Description
Keywords
Error analysis, Writing, Syntactic errors