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Assignment ETW 431
Assignment ETW 431
ETW 431
SUBJECT TITLE
LEVEL
B.Ed (TESL)
MATRIC NO.
E30103110027
PROGRAMME
ACADEMIC
FACILITATOR
LEARNING CENTRE
STUDENTS NAME
KUALA LUMPUR
Question
Number
TOTALMARKS
INTRODUCTION
MARKS
1st
Examiner
2nd
Examiner
Error analysis is a method used to document the systematic errors that appear in learner
language. Language teachers who listen to the speech of their students probably notice the errors
first. But the truth is that everyone makes errors in speaking, even native speakers and language
teachers. For example, most native speakers dont always follow the rules in the grammar books
we use to teach learners. Those book rules may be used only in formal contexts but not in
informal discourse, or they may not fit speakers from all geographic regions where the language
is spoken.
While native speakers make unsystematic performance errors (like slips of the tongue) from
time to time, or shift from formal to informal grammatical patterns in informal contexts, second
language learners make errors that no native speaker ever makes, errors that are systematic
violations of the linguistic patterns to which they have been exposed. An error analysis and
teacher corrections should ignore unsystematic performance slips (mistakes) and focus on
errors, which are systematic violations of the rules to which the learners have been exposed;
these tell us something about the learners current knowledge of the rules of the language being
learned. (Corder, 1981, p.10).
The Importance of Error Analysis
Errors are significant in three ways:
to the researcher: they show how a language is acquired, what strategies the learner uses.
Objectives
Teaching the English Grammar as a second language has its difficulties. One such difficulty
students would be having is trouble understanding the use of proper English grammar in their
writing. Students tent to make a cross reference of the second language grammar with their own
mother tongue and attempt to rationalise the meaning of the grammar.
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16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Ahmad Muttaqin
Muhammad Firdaus Bin Redzuan
Muhammad Zuhairi Helmi
Ahmad Ikhwan bin Mohd Sahar
Afiq Farhan
Muhammad Ajmal Haziq
Muhammad Adam Danial bin Ahmad
Khaizal Nul Hakiem
Noor Hareez Farhan
1- Poor
2- Fair
3- Good
4- Excellent
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1- Poor
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
of Student:
Nuren Irwan bt Norraysham
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Nur Aina Nafiisah bt Mohd Hafie
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Alia Najiha bt Ahmad Kamal
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Muhammad Akmal Bin Anuar
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Afisya Hannani bt Mohd Huszaini
Level of
Likert Scale:
English
ETW 431 TEACHING WRITING IN THE ESL CONTEXT
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1- Poor
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
of Student:
Muhammad Safwan Bin Mohd Noor
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Nordaiya bt Dahari
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Nur Faqihah Amani
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
1- Poor
of Student:
Putri Mirza Syazwina bt Sharuddin
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Aiif Aiman Haikal bin Abd Halim
ETW 431 TEACHING WRITING IN THE ESL CONTEXT
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Likert Scale:
English
Proficiency
1- Poor
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
of Student:
Mohd Faizizahri bin Mohd Faizal
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Aqil Danish Bin Muhd Rizal
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Ahmad Muttaqin
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Muhammad Firdaus Bin Redzuan
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Muhammad Zuhairi Helmi
Level of
Likert Scale:
English
Proficiency
1- Poor
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1- Poor
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
2- Fair
3- Good
4- Excellent
of Student:
Afiq Farhan
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
1- Poor
of Student:
Muhammad Adam Danial bin Ahmad
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Khaizal Nul Hakiem
Level of
Likert Scale:
English
Proficiency
1- Poor
of Student:
Noor Hareez Farhan
Level of
Likert Scale:
ETW 431 TEACHING WRITING IN THE ESL CONTEXT
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1- Poor
2- Fair
3- Good
4- Excellent
of Student:
CLASSIFICATION SCHEME
The grammar analysis report of this project is based several classification schemes that consist of
tenses, articles and prepositions. These are some of the most commonly occurring and
reoccurring mistakes in a composition. Moving on, these classification schemes will be
explained in order to understand its usage in composition writing.
PREPOSITIONS
A preposition is a word or group of words that is placed before a noun or a pronoun
to show a relationship in a sentence. Below are some examples of how prepositions
are used in sentences based on some illustrations.
Preposition
inside
Example
John, Jason and Jack are sitting inside the bumper car.
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Preposition
on top of
Example
The bumper cars are on top of the arena.
Preposition
at
Example
The bumper arena opens at 10.00am daily.
When we take a closer look at these prepositions, it indicates that some prepositions express
direction or movement. Other prepositions express location or time. Let us take a closer loo into
the use of prepositions in direction and movement.
Direction or Movement
Example
The rally will be held in the stadium.
under
Time
Preposition
on
Example
My wifes birthday falls on Labour Day.
at
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after
for
near
out of
at
from
of
over
before
in
off
to
behind
inside
on
with
PREPOSITIONAL PHRASES
A prepositional phrase consists of two distinct parts. The rst part is the preposition itself. The
second part, which follows the preposition, is a noun or pronoun that is called the object of the
preposition.
Example:
Susan is hiking with Thomas.
with Thomas = prepositional phrase
ARTICLES
The indefinite article a (or an used before a noun starting with a vowel) signals that the noun is indefinite.
It can refer to any member of a group as opposed to one particular member.
Examples:
a boy
an apple
General
an ox
an elephant
an ice cream
an umbrella
The definite article the is used before a singular noun when the noun is
particular or specific.
Specific
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CLASSIFICATION SCHEMES
Prepositions
Articles
Tenses
1
1
2
3
2
3
4
3
4
2
1
4
2
3
2
3
1
4
1
1
5
1
1
5
1
1
2
2
3
3
3
3
4
1
3
5
1
1
4
2
3
1
2
3
3
3
3
4
2
2
3
2
3
3
3
3
4
1
3
5
1
1
4
2
3
3
3
3
4
1
3
5
1
1
4
1
3
3
1
1
4
2
3
3
3
3
4
1
3
5
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DISCUSSION
From the data collected in the findings, it is found that the sample students made must of the
grammatical errors in tenses. Most of the students are inclined to make mistakes in using tenses
because some verbs differ in the spelling when those verbs are in present simple, present
continuous, past simple and past continuous. The difference in spelling may cause these students
to mix-up the verbs in certain tense form. The use of tenses can only be mastered through
frequent practice in writing compositions and sentence writing exercises.
Another reason for the high frequency in grammatical errors especially in tenses could be due to
the background the students. Those students having parents with basic education may not be able
to coach their children in using proper English. The children are inclined to pick-up the
proficiency of the English language from home. Therefore, if the parents have low language
proficiency hence the children may have the same. However, students coming from parents with
higher education are inclined to have better English language proficiency. Nevertheless, such
need to be coached by the teacher and parents in using proper English such as the proper use of
tenses.
On the other hand, vernacular school students may have problems in English because of the
number of contact hours on the English language as well as the content of the syllabus. In
vernacular school, the contact hours for the mother-tongue language is higher and therefore the
syllabus will gives more importance to writing skill in the mother language. The contact hours
for the English language are reduced thus reducing the exposure to writing skills. The English
syllabus should give more importance to writing skills in the higher standards in order to provide
a secure foundation for the primary school students to progress to the secondary school.
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