Analysis of Errors in the English Writings of Teacher Education Students

ABSTRACTUsing the qualitative research design, the study aimed to analyze the common linguistic errors in the English writings of teacher education students. This paper specifically sought to identify and describe the prevailing linguistic errors in the English writings of the students. Moreover, it investigated the possible causes of these errors and drew out implications to language learning and teaching. Using random sampling, the written compositions of the students were subjected to error analysis using the Taxonomy of Errors patterned after the model of Dams and Ching (2009.)The study found out that errors in verb tenses are the most common linguistic errors of the students, followed by error in sentence structure, punctuations, word choice, spelling, use of prepositions and articles. These errors fall under the grammatical, mechanics/substance and syntactic aspects of writing English. Majority of these errors are caused by learners' poor knowledge of the target language (English), specifically ignorance of rule restrictions. Others are attributed to the learners' carelessness, first language transfer or interference and limited vocabulary in the target language.Through this study, language teachers are guided to assess their own teaching methodologies and identify their students' ability in writing and to choose the strategies and topics that are best suited to their students.Keywords: Error Analysis, linguistic errors, linguistic skills, language transfer.INTRODUCTION:For years, there have been many studies on the process of first language (LI) acquisition and second language (L2) learning. Findings about LI acquisition have been adapted to L2 learning and it has been concluded that the process works in a similar way. Because of the intricacies about L1 acquisition and L2 learning, several linguists and language researchers have been greatly interested to study errors made by L2 learners. They believe that learners' errors hold a significant role in improving language teaching-learning process.Studying how English language learners acquire and learn their LI is as important as studying how they learn their L2. That is the greatest concern of language teachers, specialists and researchers. While it is true that Chomsky (1965) claimed the existence of a mysterious innate property of language, a "little black box," called language acquisition device (LAD) to explain the learners' mastery of their LI in such a short time despite the highly abstract nature of the rules of language, but still learners normally commit linguistic errors, especially in the learning of L2.Several linguists and language researchers have been greatly interested to study errors made by second language learners. It is believed that learners' errors hold a significant role in improving language teaching-learning process. The learners' errors are manifested in the four linguistic tasks. Compared to speaking, reading and listening, writing is the most dominant manifestation of errors for writing is the most intricate and most complex task. It is the most difficult of the language abilities to acquire (Allen & Corder, 1974). Its level of difficulty varies between native speakers (NS) who think in the language used (in this case it is English) and non-native speakers (NNS) who think in their own LI (in this case it is Iluko or Ilocano). While writing, non-native speakers have, in general, to think about all those rules they need to apply, rules that native speakers are supposed to have automatized. Therefore, non-native speakers are more prone to making mistakes and/or committing errors.Concepts on linguistic errors are attributed to Transfer Theory. The term transfer is a general term describing the carryover of previous performance or knowledge to subsequent learning. Positive transfer occurs when the prior knowledge benefits the learning task - that is, when a previous item is correctly applied to the present subject matter. …