Farzanah Alawi, 0805120707; Error Analysis; Final Examination

Elements of the Journal

Nada AbiSamra2003An Analysis of Errors in Arabic Speakers English Writings
-earners' English Essays !E A"#A$ EF% J&'($A% )ol* +, Arti,le 2 (E"EA(-! he stu/y aim to answerin0 the followin0 1uestion2 .'E" #&$

Is negative L1 transfer/interference the major cause for errors in the English writings of Brevet students?

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This paper will attempt to do the following: 1. Provide a theoretical bac gro!nd for: a" #rror Anal$sis% b" &odels for #rror Anal$sis% ' c" So!rces of #rrors. ()t will also e*amine related terms s!ch as interling!al errors% negative +1 transfer,interference% interlang!age% and intraling!al errors"2. )dentif$% describe% categori.e% and diagnose Arabic spea ers/ errors in #nglish essa$ writing in order to find the so!rces of those errors and a wa$ for remediation3. 0over the implications of the findings for teaching #S+,#nglish to Arabic spea ing st!dents- and% finall$% 1. 2isc!ss the limitations of this st!d$ and propose f!t!re areas of research.

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$umerous EF% resear,h stu/ies 63la7e, 2000; -hen0, 2008; -hen0 9 %iou, 2000; E0:ert, 2002; !i00ins, 1++8; ;rams,h 9 An/ersen, 1+++; %e%ou< 9 5onterio, 2008; "7inner 9 Austin, 1+++; "tram:i 9 3ou=et, 2008; >illetts; 1++2; >illiams 9 >illiams, 2000? su00est that inte0ration of te,hnolo0y ,an im<ro=e a,a/emi, <erforman,e, enhan,e moti=ation, an/ <romote learnin0* %iu, @oore, Araham, an/ %ee 62002? in=esti0ate/ the literature relatin0

Farzanah Alawi, 0805120707; Error Analysis; Final Examination

to how ,om<uter-:ase/ te,hnolo0y ha/ :een use/ in lan0ua0e instru,tion /urin0 the <ast /e,a/e 61++0 - 2002? an/ foun/ a shift in resear,h fo,us* -urrent resear,h, unli7e that ,on/u,te/ in the early 1++0s when the =alue of te,hnolo0y was still 1uestione/, is now ,entere/ on how to inte0rate te,hnolo0y into lan0ua0e instru,tion to ma7e tea,hin0 an/ learnin0 more -&@@E$ effe,ti=e* #n some resear,hes, it has :een <ro=e/ that stu/ents ha/ a <ositi=e attitu/e towar/ learnin0 lan0ua0e 6es<e,ially En0lish? with ,om<uters* !owe=er, in some ,ases, there are no si0nifi,ant /ifferen,e in the rates of error :etween the stu/ents who tra/itionally learne/ an/ ,om<uter :ase/ learne/, :e,ause the <ro:lem is the synta,ti, stru,ture of the En0lish an/ stu/ents %1 are totally /ifferent*