Error Analysis
Error Analysis of the Written English Essays of Primary School Students in Malaysia: A Case Study
Abstract
Participants that were involved are Standard Six students who are studying at a primary school in Malaysia. All of the participants come from non-English speaking background and hardly communicate in English outside the school. The instrument used for this study was participants’ written essays and Corder’s methodology for Error Analysis was implemented. All of the errors in the essays were identified and classified into various categorizations. Aspects of writing in English that pose the most difficult problems to participants were highlighted, explained and discussed. This study has shed light on the manner in which students internalize the rules of the target language, which is English. Such an insight into language learning problems is useful to teachers because it provides information on common trouble-spots in language learning which can be used in the preparation of effective teaching materials.
1.0 INTRODUCTION
Learning a Second Language (L2) is a lifelong process and it is often a challenging experience for L2 learners. English has become the L2 after it was introduced to Malaysia during colonization. Presently, it is an international language and is used as the language in international relations, and in exchanging knowledge and technology. It was only since a few decades ago that it was taught to almost all school children. In general, local Malaysian students have been exposed to eleven years of learning English in primary and secondary schools.
1. Education in Malaysia
Prior to independence in 1957, primary schools were available in four mediums. ‘National schools’ used Malay language as the medium, whereas ‘National-type schools’ employed English, Mandarin Chinese or Tamil as their mediums. As the ethnic groups are geographically distinct, the schools were also geographically
Abstract
Participants that were involved are Standard Six students who are studying at a primary school in Malaysia. All of the participants come from non-English speaking background and hardly communicate in English outside the school. The instrument used for this study was participants’ written essays and Corder’s methodology for Error Analysis was implemented. All of the errors in the essays were identified and classified into various categorizations. Aspects of writing in English that pose the most difficult problems to participants were highlighted, explained and discussed. This study has shed light on the manner in which students internalize the rules of the target language, which is English. Such an insight into language learning problems is useful to teachers because it provides information on common trouble-spots in language learning which can be used in the preparation of effective teaching materials.
1.0 INTRODUCTION
Learning a Second Language (L2) is a lifelong process and it is often a challenging experience for L2 learners. English has become the L2 after it was introduced to Malaysia during colonization. Presently, it is an international language and is used as the language in international relations, and in exchanging knowledge and technology. It was only since a few decades ago that it was taught to almost all school children. In general, local Malaysian students have been exposed to eleven years of learning English in primary and secondary schools.
1. Education in Malaysia
Prior to independence in 1957, primary schools were available in four mediums. ‘National schools’ used Malay language as the medium, whereas ‘National-type schools’ employed English, Mandarin Chinese or Tamil as their mediums. As the ethnic groups are geographically distinct, the schools were also geographically
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