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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dc.contributor.authorGuessoum, Riheb
dc.contributor.authorHarkat, Hadil
dc.contributor.authorHaddad, Amina
dc.date.accessioned2022-10-09T04:54:18Z
dc.date.available2022-10-09T04:54:18Z
dc.date.issued2022
dc.description.abstractWriting 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.ar
dc.identifier.urihttp://hdl.handle.net/123456789/13535
dc.language.isoenar
dc.publisherUniversité De Larbi Ben M’hidi Oum EL Bouaghiar
dc.subjectError analysisar
dc.subjectWritingar
dc.subjectSyntactic errorsar
dc.titleA 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 Bouaghiar
dc.title.alternativethe case study of third year students of the english departmentar
dc.typeOtherar
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