Analysis of Recurrent Errors in English as a Foreign Language among Secondary School Students

نوع المستند : المقالة الأصلية

المؤلفون

Lecturer of Curriculum and Instruction Ain Shames University, Faculty of Education

المستخلص

Writing, reading, speaking, and listening are the four skills that secondary school students studying English
as a foreign language (EFL) are expected to master. This study examines the recurrent errors made by a
number of secondary school students in the four fundamental English language skills, since analysis of errors
and understanding their sources are essential. The goal of the study is to find common error patterns,
investigate potential causes (such as interference from the mother tongue, a lack of exposure to real English,
and instructional gaps), and show how these issues affect students' performance across a range of skills. The
study used a qualitative method. Interviews, direct observations and achievement tests were used to measure
students' progress, understanding their learning experiences and challenges, and identifying recurrent
language errors. The results show that errors are not isolated but rather related, frequently indicating more
general learning challenges. Addressing these errors and improving English language teaching and learning
outcomes may require a more learner-centered and skill-integrated approach. This research offers insightful
information for educators and curriculum designers.

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