Volume 19, No. 2, 2022

Error Analysis Of Written English At Elementary Level Students In Bagh, AK


Dr. Muhammad Mushtaq , Dr. Arshad Mehmood , Ms Mehfooza (M.Phil Scholar) , Dr. Shamim Ali

Abstract

In the countries like Pakistan where English language is taught and learnt as second language, the students at elementary level commit errors due to large number of reasons. Keeping in view this regional and cultural context, the current study is evocative and was conducted to investigate and explain the errors, their causes and sources committed by the students of elementary level. In this regard, 300 teachers were selected randomly to collect the data by using close-ended questionnaire consisted of two sections developed on likert scale. Former section of the questionnaire was comprised of the questions related to errors in the use of main verb, helping verb, regular verb, irregular verb, simple preposition, compound preposition, complex preposition, definite article, indefinite article, transitive verb, intransitive verb, subject-verb agreement, adjective, positive adjective, comparative adjective and superlative adjective. Second section of the questionnaire was comprised of the questions related to trained English teachers, lack of confidence in teachers to speak English and hesitation of the students in speaking English in the classroom. Codor’s (1967) framework was used for this study. As a result of the investigation, it was found that the students at elementary level in District Bagh Azad Kashmir commit errors due to the interference of their 1st language. Moreover, it was also found that defective teaching methods and faulty testing system are also responsible for the errors made by the students at elementary level. So, this study suggests and recommends changes in current teaching and testing methods to improve effective writing skills of the students.


Pages: 9886-9897

Keywords: Error analysis, English as second language, Elementary level, District Bagh Azad Kashmir.

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