A Comparative Error Analysis: Iranian Monolingual and Bilingual Male and Female EFL Learners
Subject Areas : آموزش زبان انگلیسی
مریم
موذنی لیمودهی
1
(گروه زبان انگلیسی، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران)
امید
مازندرانی
2
(گروه زبان انگلیسی، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران)
بهزاد
قنسولی
3
(دانشکده زبان انگلیسی، دانشگاه فردوسی مشهد)
ژیلا
نایینی
4
(گروه زبان انگلیسی، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران)
Keywords: Error analysis, bilingual Turkmens, L1 interference, monolingual Persians, written grammatical errors,
Abstract :
Error analysis is considered as an invaluable pedagogical tool in teaching English as a foreign/second language (EFL/ESL). Despite abundant research, there are still lacunae in studies investigating the written grammatical errors among monolingual and bilingual male and female Persian and Turkmen EFL learners. To fill the gap, 158 Persian and Turkmen EFL learners from Golestan Province wrote two descriptive scripts that were examined for their most recurrent written grammatical errors. The errors were then analyzed and compared based on the framework of the study. Statistical analyses indicated significant relationships between Persian and Turkmens’ written grammatical errors and their gender. The frequency of monolingual Persians’ errors was significantly lower than that of bilingual Turkmens. These findings might interest EFL teachers, syllabus designers, and materials developers. Moreover, they could be a prerequisite to corrective feedback research while opening doors to further pertinent studies.
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