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This study analyses undergraduate students’ errors in their summative evaluation with special
emphasis on a literary subject that is taught in English. The study is an analysis of students’
corpora and uses qualitative analysis. Three questions spearheaded the discussion namely (1)
what are errors that students make in their final evaluation? (2) What are the effects of these
errors? (3) What can be done to help students reduce these errors? The study has a threefold
significance namely showing teachers in charge of language teaching the areas that should be
more emphasized; reveal students how important they should cope with these challenges to
better their language use and become more proficient in a second language, if they are willing
and committed to correct these errors. It was found that most of learners make similar errors
related with spelling, subject verb agreements, pluralization, capitalization and misuse of
prepositions.
Key words: Analysis, formative assessment, summative evaluation, English language, language Errors, writing skills,
Second language.
Generally, formative assessments involve types of enable them understand other courses taught in English in
evaluation known as continuous assessment tests. These the best way. The English for Academic purpose (EAP)
include, but are not limited to quizzes, assignments, and English for Specific purpose (ESP) are two
practical group-works and in-class presentations whose crosscutting subjects taught to enhance four language
main aim is to identify students’ strengths and weaknesses skills - listening, speaking, reading and writing along the
so as to remedy where necessary. In Literary subjects, three years students spend for Bachelor’s Degree.
continuous assessment ordinarily augurs students’ However, despite teachers’ efforts made to grapple with
improvement not only at subject mastery level but also the students’ writing difficulties in this second language,
four language skills such as listening, writing, reading and numerous errors occur in their written works specifically in
speaking. However, although trained in English from
primary to tertiary level, some undergraduate students in
University and College of Education face writing skills *Corresponding Author: Bazimaziki Gabriel, University
difficulties in English language in particular since they of Rwanda, Department of Humanities and Language
learn it as a second language besides French and Swahili Education, P.O Box 55 Rwamagana, Rwanda. E-Mail:
and the mother tongue Kinyarwanda. bazimazikigabriel@yahoo.com; Tel: +250 788415847. Co-
Author Email: 2mukadisi.florence8@gmail.com; Tel: +250-
Actually, when English is taught and used as a foreign 788432969; Email: 3nyirasterie@yahoo.fr; Tel: +250-
language, most of its learners and users make errors from 788896805; Email: 4jeanboscotwahirwa72@gmail.com; Tel:
pre-primary to tertiary levels. In Rwanda, University +250 788847184
students in higher education learn English as a subject to
Pescante-Malimas et al. (2017) conducted a study on They often time make errors such as grammatical errors,
students’ errors and came up with the stand that despite including but not limited to punctuation errors,
the fact that the students had been studying grammar, prepositional, sentence structure, semantic, word choice,
syntax, and mechanics from secondary to tertiary level, spelling, verb tense marker, subject verb agreements,
they could not be said to have fully grasped or mastered pluralization, , capitalization; thus falling under the
the basics of correct written English. The point as made categories of phonological, morphological, Semantic,
here Once L2 errors are analysed, the nature of problems Lexical, syntactic, morpho-phonetic, lexico-semantic and
and difficulties encountered by language learners will be lexico-syntactic errors.
identified. Identifying such difficulties can therefore help
EFL/ESL teachers pinpoint their students' weaknesses
and hence revise their teaching methods and learning METHODOLOGY
materials accordingly (Alkhresheh, 2011 qtd in Al-
Khresheh, 2016). The present study analyses errors made by learners in
their final assessment in Literature in English. The
According to Krashen, learned competence and acquired methodology used is basically qualitative as dictated by
competence develop in very different ways. In his view, the four research objectives aligning with the research
language learning occurs through the formal study of rules, questions which are the main frame for the study. Data
patterns, and conventions, a study which enables one to were collected from students’ final examination copies. Not
talk about and consciously apply the knowledge gained. all students were analysed. Rather, we used purposive
Dias Da Silva et al (2018) investigated the importance of homogeneous sampling simply because participants in
errors and mistakes as essential part in the learning of this study are mainly being trained for teaching languages.
foreign language. They posit that some errors and As Liker et al. (2016) explain that the rationale behind
mistakes can help learners develop the mental structures purposive sampling is to concentrate on people with
necessary for the consolidation of the target language. particular characteristics who will be better able to assist
Actually, the learning and teaching of a foreign or second with the relevant research, our choice fell on
language cannot undermine errors as a relevant tool undergraduate one students with particular interest in
especially in situation similar to when learners’ first Introduction to Literary Genres. Out of forty six (46)
language is far distanced from the target language. students’ scripts, twenty seven (27) were selected
Knowing and analyzing these errors is very important in purposefully to identify errors made by learners in their
that the teacher can ensure the difficulties learners are final exam. Two hundred and eight errors were identified
facing so that they can put more emphasis for from twenty-eight scripts. Following closely, we grouped
improvement not by correcting them but by increasing these errors in accordance with their categories and then
practices that engage much more the learner to use the proceeded with analysis. Errors were identified script by
foreign language in any context. Mediero Durán & Robles scripts. For ethical purposes, students’ scripts were
Baena(2012) explored errors made by university students labelled using the symbol # followed by a number.
and highlighted that two areas such as noun phrase and
prepositions need be more emphasized during the
teaching of English as a Foreign Language. FINDINGS AND ANALYSIS
A view emphasized by Bani (2019) put it that foreign Errors were identified script by script among those
language (EFL) teaching and learning in tertiary level is selected. Results were summarized in a table and then
very challenging because interference of first language to discussed cogently. Thus, data were collected as follows:
the target language leads to numerous lexical errors which
renders language incoherent. In the same vein, Madahvi& #1
Malini (2017) confirm that students make errors when
writing in second language because of having tendencies This is refer to…(This refers to) : syntactic (unnecessary
to translate from their L1 where they get confused as the verb addition; subject verb disagreement) error
two different languages have two different structures. The Rhyme schem (rhyme scheme): morphological (word
researchers suggested that students’ motivation should be form) error)
nurtured towards learning English, writing in particular, To develope the theme (To develop the theme):
because speaking a language is not enough and is morphological (addition) error
supplemented by writing which will determine the person’s People faight agaist (people fight against): phonological
fluency in that language. University students whose (spelling) error
Kinyarwanda is L1 and English their L2 fall in the same The Liver Between (The River Between): phonological
trap whereby the two language structures are totally (Spelling) error?
different probably because they are two distant languages. He struggling but at the end he killed (He was struggling
One is a Bantou language while the second is a Germanic but at the end he was killed): Syntactic (Active and
language. Needless to say, errors these students make passive confusion) error
are often time related to this distance between the two.
When Waiyaki meet Muthoni and Nyambura (When Oral literature can found in (Oral Literature is found in):
Waiyaki meets Muthoni and Nyambura): syntactic lexico-semantic (verbs misuse) error
(subject verb disagreement) error Oral literature are oldest form of… (Oral literature is the
Irriterate( illiterate): morphological (spelling) error oldest form of): syntactic (subject verb disagreement
Heroes who were die (Heroes who died): morpho-
#9 syntactic (Verb tense form) error
To here it (to hear it): lexico syntactic (wrong word choice) He has a good action and wants a successifuly (He has a
error good action and wants success): morphological (word
….is very important than… (is more important than): form) error
morpho-syntactic (Comparative form) error For example of fiction (Example of fiction): syntactic
The protagonist who against evil (the protagonist who (wrong word addition)
fights against the evil): syntactic (verb omission) error Linguistic parrallerism (Linguistic parallelism):
It is long than … (it is longer than...): morpho-syntactic morphological (wrong doubling) error
(Adjective form) error The speaker are sad (The speaker is sad): syntactic
It is too small than these sentence (It is smaller than this (Subject verb disagreement) error
sentence): morpho-syntactic (comparative wrong form; Ngugi adhere… (Ngugi adheres…): syntactic (Subject
pluralization) error verb disagreement) error
Talk about to Okonwko (Talk about Okonkwo): syntactic Gramatical rules (grammatical rules): morphological
(misuse of preposition (wrong addition) error (omission) error
It begun where…. (It began where….): morpho-syntactic Two character make (Two characters make): syntactic
(Verb tense form) error (pluralization) error
You stoped on…(You stopped on…): morphological
(omission) error #11
Is old than… (Is older than….): morpho-syntactic (word ..To explain it bellow (…to explain it below):
form) error morphological (wrong doubling) error
This proverbs is (This proverb is): syntactic (determiner/ There is a big different among them (There is a big
noun mismatch) error difference among them): lexico-semantic (wrong word
Revolution French (French Revolution): syntactic (Words choice) error
misplacement) error Written litterature (Written Literature): morphological
He don’t fear blood (He doesn’t fear blood): syntactic (wrong doubling) error
(Subject- verb disagreement) error This one is imp- ossible (This one is im-possible):
How the dog has eat (How the dog has eaten): morpho- phonological (word cutting) error
syntactic (verb tense form) error It can be expr- ssed (It can’t be ex- pressed):
This fiction has the purpose of to teach us (This fiction morphological (word cutting) error
has the purpose to teach us/ of teaching us): Can be forgoten (Can be forgotten): morphological
syntactic (Wrong prepositional phrase) error (spelling) error
The purpose of to reach on his target (the purpose to Things Fall Appart (Things Fall Apart): morphological
reach his target): syntactic (Wrong prepositional phrase) (wrong doubling) error
error Dramatic technics (Dramatic Techniques): morphological
The protagonist is a character who have (The protagonist (spelling) error
is a character who has…): syntactic (Subject- Verb They came in Africa and start to rule (Came in Africa and
agreement) error started to rule): morpho-syntactic (verb tense form) error
He was going to left them (He was going to leave them): This is a character who involves through the story (This is
lexico-syntactic (verb tense form) error a character who is involved through the story):
To fight gainst (To fight against): morphological (sound syntactic (verb tense form) error
omission) error Immaginary work of Literature (Imaginary work of
#10 literature): phonological (spelling) error
He didn’t found him (He didn’t find him): syntactic (verb
tense form) error #12
Six element of drama (Six elements of drama): Traged (Tragedy): morphological (word form) error
morphological (Plural marker) error …which consist the dead (… which consists of the
It indicate (it indicates): morphological (verb tense dead): lexico-syntactic (prepositional omission) error
marker) error This a play which ….(This play which…): syntactic(word
The message the author want to convey (The message order) error
the author wants to convey): morpho-syntactic (verb It begin and end (It begins and ends): morphological
tense marker omission) (verb form) error
It was literature refers to …( It was literature which refers A form of Literature that use spoken (a form of literature
to…): syntactic(pronoun omission)error that uses spoken…): morphological (verb form) error
Any kind of story that written (Any kind of story that is Even if he/she die (Even if he/she dies): syntactic (subject
written): syntactic (verb form) error verb disagreement) error
Fiction is a story that are not true (Fiction is a story that
is not true): syntactic (subject verb disagreement; verb #24
form) error To give advises (to give advices): phonological (spelling)
Author create things that are not happen but should be error
happen (The author creates things that do not happen He used smile, anathora (He used simile, anaphora):
but should happen): Syntactic (verb form) error phonological (spelling error)
Those are five element of drama (Those are five A character who have (A character who has): syntactic
elements of drama): syntactic (pluralization) error (subject verb disagreement) error
One among of element of drama (One of the elements of Literarly work (Literary work): phonological (spelling
drama): syntactic (misuse of preposition) error error)
She/he do a good action (She/he does a good action): Betry in the city (Betray in the city): phonological
syntactic (Verb form; subject verb disagreement) error (spelling) error
Antigonist try to (Antagonist tries to): syntactic (verb form metathor (metaphor): phonological (spelling) error
error (subject verb disagreement) error
#25
#22 Clemantine (Clementine): phonological (spelling) error
They cominicate with their neibouring (They Love make people ful (love makes people fool): syntactic
communicate with their neighbouring): Phonological and phonological (Subject verb disagreement; spelling)
(Spelling) error errors
Both speaker and lissener …(Both speaker and Clemantine who are civilized (Clementine who is
listener…): phonological (spelling)error civilized): phonological and syntactic (spelling subject
This terms is used …(This term is used…): syntactic verb agreement) errors
(subject verb disagreement) error Join another ones (join another one): syntactic (wrong
A playwrit (A playwright): phonological (Spelling/ pronoun)
omission) error He putted all his… (he put all his…): morphological
Christimas Day (Christmas Day): phonological (Spelling) (wrong doubling)
error A wife leave husband and marry other who are… (A wife
Petter bought butter (Peter bought butter): phonological leaves a husband and marries another who is)
(spelling) error syntactic (subject verb disagreement) error
Can be a writter (Can be a writer): phonological (spelling) A woman proud of his culture (A woman proud of her
error culture): lexical (wrong choice of adjective) error
CamalaLaye (Camara Laye): phonological (Spelling) error
Setting it show where and when (Setting shows where #26
and when): syntactic (subject repetition) error The poem is talk about (The poem is talking about):
An auther write a novels (An author writes a novel): syntactic (verb tense) error
phonological (spelling) error A story of imaginative (as story of imagination): lexical
doga, mulili, laye’s father…(Doga, Mulili, Laye’s father..): (adjective –noun confusion) error
graphological error There is characters Okonkwo and his son (There are
Sentences or Plagraphs (Sentences or paragaraphs): characters Okonkwo and his son): syntactic (Subject
phonological (spelling) error verb agreement) error
He hate them until to died (He hated them until he died):
#23 syntactic (Verb tense form) error
Changable (Changeable): phonological (spelling) error The novel the river between (The novel The River
We must know how to use its (we must know how to use Between): graphological (Capitalisation) error
them): syntactic (pluralization) error
Moral resson (moral lesson): phonological (spelling) error #27
Someone who write book called autor (someone who The major character is fight for (The major character is
write a book called author): syntactic (subject verb fighting for): morphological (verb form) error
disagreement) and phonological (spelling) errors Is cring (is crying): phonological (spelling error)
Prose and poetry both are literary genres (prose and It were there befor( It was there before): syntactic and
poetry are both literary genres): syntactic (word order) phonological (Spelling)error
error Speaches which that used by the author (Speeches that
Another one example (Another example): syntactic were used by the author): morpho-syntactic (spelling and
(irrelevant addition) error verb omission) errors.
Orol Literature (Oral Literature): phonological (spelling) Actors whose the plot is built up on (actors whose plot is
error built up on): syntactic (wrong word addition) error
Thus, the table below holds the identified errors at have to take care of their language and be committed to
syntactic, morphological, phonological, graphological, improving so as to minimize their language errors in their
lexical and Lexico-semantic, lexico- syntactic and morpho- final evaluation by and large. They are required to read
syntactic levels. enough and do enough writing exercises even beyond
classroom hours because coping with language errors
Table 1: Table summarizing errors made by students in should not be a matter of one individual rather of both
their final exams teachers and learners.
Types of errors Number of Percentages
Errors (208)
Syntactic 72 34.61% ACKNOWLEDGEMENT
Morphological 40 19.23%
Phonological 43 20.67% The researchers are very grateful to whoever contributed
Graphological 7 3.36% to this study in one way or another particularly the
Lexical 6 2.88% anonymous reviewers of premier publishers for their
Lexico semantic 8 4% constructive criticism.
Lexico-syntactic 7 3.84%
Morpho-syntactic 25 12.01%
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