Iranian EFL Learners' Written Grammatical Errors: Different Levels of Language Proficiency
محورهای موضوعی : language teaching
مریم موذنی لیمودهی
1
(Department of English, Aliabad Katoul Branch, Islamic Azad University,
Aliabad Katoul , Iran)
امید مازندرانی
2
(Department of English, Aliabad Katoul Branch, Islamic Azad University,
Aliabad Katoul , Iran)
کلید واژه: Level of proficiency, L2 writing performance, Grammatical errors, Most recurrent grammatical errors,
چکیده مقاله :
Errors are one of the enigmatic parts in the process of foreign language (L2) learning as they are extremely versatile at each and every stage of the language learning proficiency. The present study, therefore, was an attempt to reveal Iranian EFL learners’ grammatical errors in writing at two levels of proficiency, namely lower intermediate and advanced, and then to investigate whether there was a relationship between the levels of EFL learners’ proficiency and the types of grammatical errors they committed in their scripts. The study was carried out at a private language institute in Gorgan, Iran. To this end, 60 female EFL learners (30 lower intermediate and 30 advanced females) whose age ranged between 13 and 17 participated in this study and wrote 150 word writing samples on a predetermined descriptive subject. The descriptive analyses of the data based on the scoring framework of the study demonstrated the types of grammatical errors at each level of proficiency. A Chi Square test was then run in SPSS Ver. 25 on the 16 common frequent error categories between both levels of proficiency, which verified the existence of a relationship between EFL learners’ levels of proficiency and the types of written grammatical errors they committed in their writing. The findings of the study might be of interest to EFL learners, EFL teachers, syllabus designers, and materials developers.
اشتباهات یکی از پیچیده ترین قسمت های فرآیند یادگیری زبان خارجه هستند چرا که آن ها در هر مرحله از مهارت زبان آموزی بسیار گوناگون هستند. پژوهش فعلی بر آن بود تا اشتباهات پرتکرار نوشتاری فراگیران ایرانی زبان انگلیسی به عنوان زبان خارجه را در دو سطح متوسطه پایین و پیشرفته آشکار سازد. به علاوه، تحقیق حاضر بررسی کرد که آیا ارتباطی بین سطوح زبان آموزان و نوع اشتباهات گرامری در نوشتارشان وجود دارد یا خیر. این پژوهش در یک موسسه ی زبان انگلیسی در شهر گرگان، ایران انجام شد. بدین منظور، ۶۰ زبان آموز دختر (۳۰ نفر در سطح متوسطه پایین و ۳۰ نفر در سطح پیشرفته) بین سن های ۱۳ تا ۱۷ سال در این مطالعه شرکت کردند و نمونه های نوشتاری ۱۵۰ لغته در مورد موضوعی مشخص تولید کردند. تحلیل توصیفی داده ها بر اساس چارچوب پژوهش، انواع اشتباهات گرامری هر سطح را نشان داد. سپس مربع کای در SPSS(Ver.25) بر روی ۱۶ اشتباه مشترک بین دو سطح انجام شد و نتایج آن ارتباط معنا داری بین نوع اشتباهات گرامری و سطح زبان آموزان نشان داد. یافته های این پژوهش می تواند مورد توجه فراگیران و معلمان زبان انگلیسی به عنوان زبان خارجه، برنامه نویسان و نویسندگان مطالب درسی باشد.
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