Error Analysis in Fifth-semester Students'Written Texts
DOI:
https://doi.org/10.19053/j06pxf54Keywords:
error analysis, written texts, second language learning.Abstract
This article reports the results of a qualitative research study, embedded
in a classroom action research method carried out at a public University in Tunja. This research study aimed to characterize and describe fifth semester students' errors in written texts. The research question that quided the research study was what do fifth semester students written texts reveal about the writing process? The findings showed that students make errors of omission, verb conjugation, and spelling in writing, but this type of errors does not necessarily affect meaning; the reader can understand what the learner wanted to express. Likewise, it let researchers notice the importance of teacher's English level in order to correct students' mistakes and provide meaning fulfeedback.Furthermore, it revealed that the student's level, by means of receiving appropriate feedback, moved forward and let students understand the nature of their error in writing.
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