Error Analysis in the written English of linguistics and
literature students studying in the department of
English linguistics and literature, Karakorum
international university
Abstract
This present research examine common errors in
written English in the group of 20 students of third-
semester students in the Department of Linguistics and
Literature at Karakoram International University. For the
natives of different languages English writing has
become a challenge . It often bring out errors that shows
gaps in linguistic proficiency. Using a qualitative
approach, students were asked to engage in free writing
on the topic of their own choice.The study identifies and
categorizes recurring errors, with the most common
being spelling mistakes, capitalization errors, and
sentence structure problems. Tools and frameworks for
error analysis were used to check systematic
identification and classification of errors. The findings
contribute to understanding learner challenges and
suggest curriculum improvement to enhance students'
writing skills.
Introduction
Error Analysis is one of the most fundamental and
crucial technique to find out error in English language as
a second language learners. Students commit errors
while writing. Other than errors, mistakes are also found
in English language both in writing as well as in speaking.
A Mistake is random slip of performance which might be
occur out of fatigue, excitement and thus these mistakes
can be readily self-corrected by themselves (Corder in
Larsen,1992). Besides it in communication there are four
skills such as reading, writing, speaking and listening.
These skills are interconnected with each other. Brown
states that learners should be exposed to all mentioned
skills to successfully master English language (Brown
2000). During writing learners, make sentences in
specific order. Nevertheless, in many cases students are
facing numerous challenges especially in English writing.
Harris and Cunningham (1994) claimed that written
production is one of the most difficult tasks for many
ESL/EFL learners. Writing in English is a complex process
for all foreign language learners of English. Committing
errors in writing are seem as an inevitable part of
language learners’ writing. Corder considered error as
the evidence of the learners’ inherent syllabus which
demonstrated how first and second language learners
advance an independent system of language (Corder
1967). In addition, for understanding of learners’
problems regarding written English error analysis is the
perfect tool to analyze the errors in writing. Error
analysis is one of the best tool of linguistics studies that
concentrate on the learners’ error. Error analysis is a
tool compares the errors made by the learners in the
target language and within the target language itself
(Zawaherh, 2012). In this, research which we will discuss
the error in written English of Karakorum international
university students studying in department of linguistics
and literature. English is considering as foreign language
in Pakistan at Karakorum international university. The
researcher will identify the error committed by the
department of English linguistics and literature
respectively. We will find out which error are committed
by the students.
Research objectives:
1.The study identify the errors, which are made by the
students during written English.
2.The research will help to create a curriculum according
to the learners need of correction in common errors.
Research questions:
1. What are the common errors committed by students
of third- semester, studying in department linguistics
and literature Karakorum international university?
Literature Review
Error analysis which is introduced by Corder (1967). It is
a key tool in second language learning that identifies
and categorizes learners verbal challenges. It
differentiates between errors, which reflect gaps in
knowledge, and mistakes, which are performance-
related and correctable. Error analysis is a very helpful
technique by which teaching methods are improved by
valuable insights .
Writing is one of the most challenging skills for ESL
learners due to its complexity and reliance on grammar,
vocabulary, and cognitive skills (Harris & Cunningham,
1994). Many Studies show that common errors have the
aspects of spelling mistakes, capitalization issues, and
sentence structure problems. Brown (2000) emphasizes
that these issues stem from the integrated nature of the
four language skills—listening, speaking, reading, and
writing—which need balanced attention in ESL
instruction.
Free writing is the best output for the spontaneous
language use and natural productivity of language .
Richards and Schmidt (2010) argue that this method
provides a realistic picture of learners’ abilities and
highlights their specific areas of difficulty.
Error analysis is combined with tools like free writing
that helps in modifying instruction to address specific
linguistic needs. It not only identifies recurring problems
but also informs curriculum adjustments, such as
incorporating spelling drills and grammar exercises, to
improve learners’ writing proficiency.
Research Methodology
1. Research Design
This research is created as an error analysis study. It had
applied a qualitative approach to identify and analyze
errors in students' free writing task. Error analysis is very
important to identify the linguistic challenges faced by
learners and advice teaching strategies about the
findings.
2. Written Task: Free Writing
Task Description: Students were told to do a free writing
on the topic of their own choice with in a time duration
of 30 minutes.Writing should be in paragraph form.
Rationale for Free Writing:
This task allows students to express themselves
without strict instructions. Due to this regard the
students are able to reflect their linguistic abilities with
full potential.
This data will provide authentic data for research
without any stressful environment.
Data Collection Tools
Tools were used in this study for identifying systematic
errors and categorize those errors for more
understanding This will ensure reliability and validity for
the research.
Frameworks for Analysis:
Corder’s (1967) Error Analysis Model is used as a
framework. This model distinguishes between
systematic errors and random mistakes.It is used as the
primary tool for error classification.
A checklist of common error types (e.g., spelling,
capitalization, punctuation, grammar) is made to
facilitate
Structured analysis for the research.
Why Use Tools in Methodology:
Tools help to reduce subjective bias in identifying and
categorizing errors.It ensure that errors are analyzed
systematically. It enables consistent comparisons across
data sets.Frameworks like Corder’s model provide a
theoretical foundation and enhance the academic
major of the analysis.
Data Analysis
The written paragraphs were reviewed and analyzed
manually, using the tools and frameworks mentioned
above. Errors were categorized into:
Spelling Errors: Incorrect or phonetic spelling of words.
Capitalization Errors: Incorrect use of uppercase and
lowercase letters.
Sentence Structure Errors: Incomplete sentences.
Ethical Considerations
Participation was voluntary and informed consent was
obtained from all participants.
Data was unnamed to maintain confidentiality.
This study follows ethical guidelines for educational
research.
Results
After the analysis we came to now that students
frequently committed the following errors:
Spelling Mistakes: Commonly caused by
mispronunciation or limited vocabulary.
Capitalization Errors: unable to capitalize the proper
nouns and first letter in a sentence
Sentence Structure Issues: Difficulty in coherency and
grammatically correction of sentences.
These findings addresses that the learners are required
to fulfil the gap of foundational writing challenges,
particularly in spelling, capitalization, and sentence
structure while writing any paragraph.
Discussion
Free writing as a tool is used to identify the linguistic
challenges which students faced while writing
paragraphs. This tool helped the students to perform
the task in a more original way without having any strict
instructions and external forcing factors.
Due to corders analysis method the data is been
analyzed systematical and effectively . By categorizing
errors into spelling, capitalization, and sentence
structure, the study identified areas where the teachers
should concentrate on the particular errors.
Spelling Errors shows that students should need to
increase their vocabulary and do spelling drills for
correction. Capitalization Errors reflects that students
should concentrate on the foundations of writing.
Sentence Structure Errors suggest the importance of
writing techniques and grammatical rules.
These findings align with previous research (Harris &
Cunningham, 1994; Zawaherh, 2012), which emphasized
writing as a complex skill for ESL learners. By
highlighting these issues, educators can better support
learners in achieving writing proficiency in a stress free
environment.
Conclusion
The above literature had presented the concepts that
the learners faced while learning ESL. Writing errors,
particularly in spelling, capitalization, and sentence
structure, are common and require focused aspects to
address while writing. Free writing is an effective
method for capturing authentic errors which makes it a
valuable tool for error analysis studies. This literature
review provides the theoretical foundation for the
current research, which aims to analyze written errors
among linguistics and literature students at Karakoram
International University and contribute to improving
writing in ESL contexts.
References
Brown, H. D. (2000). Principles of Language Learning and
Teaching (4th ed.). Longman.
Corder, S. P. (1967). "The significance of learners'
errors." International Review of Applied Linguistics in
Language Teaching, 5(1-4), 161-170.
Harris, J., & Cunningham, M. (1994). Teaching Writing:
Developmentally. Wadsworth Publishing.
Larsen-Freeman, D. (1992). Language Teaching
Methods: Teacher’s Handbook for the Video Series.
Center for Applied Linguistics.
Zawaherh, F. (2012). "Error analysis in English writing."
International Journal of English Linguistics, 2(3), 85-99.
