خلاصة:
In the vast scope of studies, the question regarding language learners' errors, 'What is the source of these errors?', remains a major issue and a subject of debate. This research aims to examine this question closely and clarify its answer by analyzing the errors of Iranian language learners in their writing. Data were collected from the writings of 40 pre-intermediate level learners and then scientifically analyzed based on the error classification introduced by Dulay and Krashen (1982). These data include four aspects: omission, addition, lack of awareness, and incorrect order. After identifying and classifying the errors, the frequency and percentage of each aspect were determined. Additionally, to measure the impact of 'negative transfer,' which according to contrastive analysis is considered the only source of errors, the frequency and percentage of each mentioned aspect are shown in relation to the total number of errors resulting from negative transfer. Based on the data, it was found that contrary to the belief of contrastive analysis, negative transfer only accounts for 30 percent of all errors, which is less than one-third of all errors; therefore, most errors result from 'lack of awareness.'
ملخص الجهاز:
ir Seyyed Hassan Seyyed Rezaie Islamic Azad University of Aliabod Katool Analysis of Errors Made by iranian English Learners in their Written Productions:A NEW ANSWER to an Old Question?
Abstract In the wide scope of studies, regarding learners' errors, the question of "What is the source of these errors?" remains a major issue and a debated topic.
This research aims to precisely examine this question and clarify its answer by analyzing the errors made by Iranian learners in their writing.
Data were collected from the writings of 40 pre-intermediate level learners and then scientifically analyzed based on the error classification introduced by Dulay and Krashen (1982).
These data include four aspects: omission, addition, lack of awareness, and incorrect order.
After identifying and classifying the errors, the frequency and percentage of each aspect were determined.
Additionally, to measure the impact of "negative transfer," which according to contrastive analysis is considered the sole source of errors, the frequency and percentage of each mentioned aspect within the total number of errors resulting from negative transfer have been shown.
Based on the data, it was found that contrary to the belief of contrastive analysis, negative transfer only accounts for 30 percent of all errors, which is less than one-third of all errors; therefore, most errors result from "lack of awareness.
" Keywords: Error analysis; Contrastive analysis; Error; Lack of awareness; Addition; Omission; Incorrect order (Refer to the page image)
(
, 
, 
)
