Interlingual Errors In Communication

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the main source of doing such errors is the interference of L 1(interlingual errors). 2. Interlingual transfer from the mother tongue is the second highest cause of errors, at (21 %) because of the borrowing from Arabic and literal translation. Interlingual transfer from the L1, explains the first stages of learning L2. The linguistic system of L1 is the only linguistic system in earlier experience on which the L2 learner can rely (Brown, 1987: 177). The reliance of L2 learners on interlingual transfer is thus related on their competence in the L2. 3. The third source of errors is the communicative strategies at( 6 %) Corder (1981: 103) gives a working definition of communication strategies, which is ''they are a systematic technique…show more content…
In accordance with these conclusions, some pedagogical implications are presented and finally suggestions for further research are proposed. 5.1 Conclusions I concede that research of this nature is on-going and therefore no definite conclusions can be made because teaching and learning are both complex processes. While the results of the present study have given an insight into what types of errors are made by different students and their frequency of occurrence, the findings can only be considered as suggestive. 1.The results of the statistical analysis presented have explained that the main problem of the students’ writing is in verb group which validates the hypothesis no 1. which reads : Iraqi EFL learners tend to make errors in the verb phrase more than any other morphosyntactic types of errors 2.Results have proved that the intralingual source of errors is the higher than the other sources of errors which refutes the hypothesis no. 2 which…show more content…
3.Results of the statistical analysis made have proved that there is a serious problem in the writing of the graduate students as they were expected to be advanced learners . 4- Making generalizations about the errors of the learners is not an easy task. It needs careful observations and investigations . 5.Some of the errors presented in this study are problematic and ambiguous, therefore, cannot be easily identified or classified. 6. Candidates of literature make more errors than candidates of linguistics due to the fact that candidates of linguistics are more interested in developing their grammar . 7. Language teaching and learning go hand in hand with studying errors analysis. 5.2 Pedagogical Recommendations 1.All second language teachers should receive intensive training in teaching the structure of English especially, writing academic essay in the exams . 2.After examining the learners’ writing, teachers should identify and record errors and discuss them with learners to avoid repeating the same kinds of errors in the future. 3.Teachers should concentrate on teaching the writing to help learners to develop skills in writing standard

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