MALDIVES NATIONAL UNIVERSITY

Grammar Error Analysis

And helping activities
Aminath Shiura Abdu’rahman (20597)
01-Nov-14

Lecturer: Aminath Saeed

Subject: Syntax & Semantics (LIN 205)

Syntax and Semantics (LIN 205)

Common Grammatical Errors &

Teaching Grammar
1. Introduction

Grammar is the most useful tool for understanding how human language is structured
and to explain how communication takes place. “Grammar is a description of the rules that
govern how a language’s sentences are formed” (Thornbury, 2002). Therefore, teaching
grammar is crucial when it comes to using a language in its correct forms and functions.

There are several methods and approaches in teaching grammar. For example;
Grammar Translation Method, Direct Method, Audio-lingual Method, Cognitive Approach,
Natural Approach and Communicative Language Teaching. Nowadays, the most reinforced
method of grammar teaching is the Communicative Language Teaching method. As
mentioned in Bitterlin, Price & Savage (2010) ‘communication is the goal of instruction and
it emphasizes more on meaningful interaction with the learners. Also, the course syllabus
usually includes language functions and this method allows teachers to use authentic texts
and contexts.’ Apart from the method and strategies used to teach, it is equally important to
emphasize on the grammatical errors which students make, and identify the reasons why
these errors may have occurred. It could be either the result of L1 (first language) interference
or because the student is not thorough with the grammatical rules of the language. Therefore,
it is vital to identify strategies which will help these students as a group and individually.

This assignment seeks to study 1 composition written by a student, studying in a

public school in Male’. The aim is to analyze and find out the 4 most common grammar
errors in the composition and identify the reasons why these errors may have occurred. This
assignment will also explain what could be done, and activities to help the student. Two
classroom activities and the student essay will be attached in the Appendix.

Aminath Shiura Abdu’rahman (20597) 1

Syntax and Semantics (LIN 205)

2. Data Collecting

In order to find a composition for this assignment, I asked one student from my
previous Teaching Practicum class of Ahmedhiyya School to write a composition of one A4
page, on the topic ‘How do you think life in this generation would be different without
technology?’ The topic was chosen because it seemed likely that the student would have a
strong view and be more interested on the matter. The task was allocated by me and the
student was provided with information on why the composition was needed and the aim of
this assignment.

3. Error Analysis

After correcting and analyzing the student’s work, the essay was analyzed for
grammar errors and the errors were recorded.

Categories Subcategories
Verbs Tense Modality Singular/plural
Articles Incorrect choice Missing Superfluous

Preposition Incorrect choice Superfluous

‘ie’ & ‘ei’ spelling Incorrect choice

Table 3.1: Categories and subcategories of Grammatical Errors

In order to develop a consistent method to categorize the error types, the main errors marked
from the text were divided in to four categories and subcategories as shown in Table 1.0.

Through analysis of the text, it was found that the student had major issues in verbs
and its subcategories. The student has problems with tenses, specifically between simple
present perfect and present perfect progressive tense. For example, the following sentence
shows how the student has confused the two tenses:

‘Nowadays, technology has been becoming such an important thing in

everybody’s life.’

‘The question is that, how our life would have been different in this generation
without technology?’

Aminath Shiura Abdu’rahman (20597) 2

Syntax and Semantics (LIN 205)

In these two cases, the student has used Present Perfect Continuous Tense in place where
Simple Present Perfect tense has to be used. “We use the Present Perfect Continuous Tense to
show an action which began in the past and still continuing or has just stopped” (Alter,
1992), while the sentence is talking about an action that started in the past and continues up to
the present. Hence, she should follow the following rule:

Have/has + past participle

The student has also exhibited errors in using the correct modal verbs. “Modality, or
mood, is a category through which speakers can convey their attitude towards the truth or
reliability of their assertions (called epistemic modality) or express obligation, permission, or
suggestion (called deontic modality) (Finegan, 2008). Modal verbs can be tricky. There are
several occasions where the student has made errors when using modal verbs. For instance:

‘Earth would be totally changed.’

‘Nobody could imagine how life may be without the technology.’

Modality is a way in which grammar is used to fine-tune the meanings we wish to express
(Thornbury, 2002) when delivering a sentence. In this case, it clearly shows that the student
does not understand the rules of using modal verbs.

Few mistakes were seen in using the singular and plural form of some verbs.

‘Does anyone has any answer for these question?’

The table 3.2 shows a detail of the errors found in the Verbs category.

SUBCATEGORIES OF VERBS Example

Tense  Have you ever consider…
 …technology has been becoming…
 …how our life would have been…
 Has growed…
Modality  …it may…
 …earth would…
 …without it we could…
Singular/plural  Some says…
 …people talks…
 …my computers
Table 3.2: subcategories of Verbs with examples from composition

Aminath Shiura Abdu’rahman (20597) 3

Syntax and Semantics (LIN 205)

From examining the essay, the other common errors which the student has mad was in
using Articles and Prepositions in there correct form. In some sentences they are either
missing or used in places where it was not necessary.

‘( ) Earth would be totally changed.’ [Article missing]

‘…to put some value in things really…’ [Incorrect Prepositional use]

The table 3.3 shows a detail of the errors found in the Articles category.

SUBCATEGORIES OF ARTICLES Example

Incorrect choice  It is the part of our world.
Missing  ( ) Earth would…
Superfluous  …be a 100% boring.
 …without the technology.
Table 3.3: subcategories of Articles with examples from composition.

The table 3.4 shows a detail of the errors found in the Preposition category.

SUBCATEGORIES OF PREPOSITION Example

Incorrect choice  …things not at the surface.

Superfluous  …also it is in advance
 …text to people.
Table 3.4: subcategory of Prepositions with examples from composition

Lastly, it was found that the student has made ‘ie’ and ‘ei’ spelling errors as seen
below:

‘…embedded in our soceity…’

Aminath Shiura Abdu’rahman (20597) 4

Syntax and Semantics (LIN 205)

The table 3.5 shows a detail of the errors found in the ‘ie’ and ‘ei’ category.

SUBCATEGORIES OF ‘IE’ & ‘EI’ SPELLING Example

‘ie’ and ‘ei’ spelling  Soceity
 Freind
 Niether
 Speceis
Table 3.5: subcategory of ‘ie’ and ‘ei’ spelling with examples from composition

4. Discussion

Grammar by nature is extremely complex and it could be a huge challenge for some
people to learn a new language and its grammatical rules. There are, and will be several
reasons why students tend to make mistakes in their writings. Grammatical errors are
classified into two types: interlanguage errors and intralingual errors. Richards (1971)
addresses that overgeneralization, ignorance of rule restrictions, incomplete application of
rules, and false concepts hypothesized are major causes of intralingual errors (cited in Hsu,
2013). Students normally exhibit these errors when they are developing the second language
knowledge structure. They may over generalize the rules due to the influence of their first
language (L1). ‘For instance, learners apply the –s ending or –ed ending the verb in “I runs or
I raned.” (Hsu, 2013). Also, learners may leave out number, tense, or preposition and have all
verbs in the same form which is known as simplification of the rules (Hsu, 2013). For
example, the student has written ‘Have you ever consider living in a world…’ She has
omitted ‘ed’ at the end of the verb consider. This could be because she lacks the knowledge
of the tense rules. The ‘ie’ and ‘ei’ spelling error had occurred most probably due to the
inability to acclimate the rule, ‘I before E, except after C’. The same simplification rule
applies to the prepositional errors found in the text.

5. Individual Assistance

The best technique to overcome grammar rules errors is, to explain them to the
student in an easier and simpler way. ‘The success of good explanation depends in part on
the students’ understanding of the metalanguage, i.e. the terminology used (Thornbury,

Aminath Shiura Abdu’rahman (20597) 5

Syntax and Semantics (LIN 205)

2002). The teacher could use steps-by-step method in explaining the tenses with the help of a
table. Moreover, to correct errors in articles and prepositions, it is best to work out on
sentences and short passages.

6. Classroom Activity
The major issues in the composition were with modal verbs. To help the student with
identifying the difference between different modal verbs, the first thing the tutor should do is
clarify and teach the different modal verbs. The teacher could highlight on how and to which
occasions certain modal verbs will fit into. More importantly, the student needs practice. This
could be done by giving worksheets (as attached in Appendix 2) and through practice
conversations (as attached in Appendix 3) which uses modal verbs.

7. Conclusion
This brief study has analyzed the grammatical errors marked from a student’s
composition and made generalizations to why these errors might have occurred. Through
similar studies, teachers can accurately enhance ESL learners’ language competence by
distinguishing between errors and mistakes and diagnosing causes of grammatical errors in
ESL instruction (Hsu, 2013).

Aminath Shiura Abdu’rahman (20597) 6

Syntax and Semantics (LIN 205)

8. Reference List

Alter, J. B. (1992). Essential English Usage and Grammar . Hong Kong: Times Educational CO LTD.

Finegan, E. (2008). Language; Its Structure and Use. Boston: Thomson Corporation.

Hsu, C. H. (2013). Revisiting causes of grammatical errors for ESL teachers. Educational Research,
513-516.

Savage, K. L., Bitterlin, G., & Price, D. (2010). Grammar Matters: Teaching Grammar in Adult ESL
Programs. Retrieved October 19, 2014, from
http://www.cambridge.org/other_files/downloads/esl/booklets/Savage-Grammar-
Matters.pdf

Thornbury, S. (2002). How to Teach Grammar. Harlow: Pearson Education Limited.

Aminath Shiura Abdu’rahman (20597) 7

Syntax and Semantics (LIN 205)

9. Appendix 1- Student Composition

Have you ever consider living in a world without modern technology? Nowadays,
technology has been becoming such a important thing in everybody’s life. It is so embedded
in our soceity; it may be hard not to know how to use it. Not just because it is the only
economic force that is guaranteed, but also it is in advance our everyday life. It is the part of
our world.

The question is that, how our life would have been different in this generation
without technology? Well! Nobody could imagine how life may be without the technology.
Life without technology would be a mess. Some says, without technology life is not worse,
it’s just different. Maybe this fresh life would be the comeback of normal conversations.
They think that would be the perfect time to appreciate the things that surround us. We will
gain more time to put some value in things really valuable. Maybe this way we will see things
not at the surface.

Moreover, it make most of the thing impossible to do. Earth would be totally
changed. Roads without lights. People without talks. Studeis without internet, not knowing
time, without international communication and finally me without my computers. That’s just
to name a few. Our economy has growed to rely on such a technology for even our most
basic operations. Can you imagine life without technology?

In my opinion, life without technology would be very hard. Without technology,

without phone, how are we going to call or text to people? Also, how are we going to listen to
the music? How are we going to know what’s happening on earth? Does anyone has any
answer for these question?

Even things like arranging to meet freinds would be hard because we wouldn't have
mobile phones and computers. I also think life would be a 100% boring without technology.
All this said, niether of us couldn't cope without technology in our lives at this day and age.
Some forms of security may not even exist without it.

In addition to this, without any form of technology I doubt that humans could be the
same; even stone tools were technology. We don't have the right traits to be able to survive
effectively and grow as a speceis without the use of technology.

Aminath Shiura Abdu’rahman (20597) 8

Syntax and Semantics (LIN 205)

In a nutshell, For me, technology is a tool, without it, I beleive that people still could
continue to exist and prosper. But with it, it can bring about miracles and do countless of
good things; but in the other hand, technology would become our very lives and without it we
could cease to function, many important things on our life.

Aminath Shiura Abdu’rahman (20597) 9

Syntax and Semantics (LIN 205)

10.Appendix 2- Classroom Activity

1. Choose the correct modal according to the context (more than one option is possible):

a) Can/could/will/would you come and pick me up tonight? No, unfortunately. My car is at

the mechanic.

b) She may/might/could travel to Asia in the spring, but she is not sure.

c) Can/could/will you play the piano? I can’t, but I can play the violin.

d) What would/ will/may you buy if you win the lottery? I would/ will buy a house, but I
could save or invest the money.

e) Tomorrow we will/may/might/can/could go shopping. Will/would you come with us?

2. Rephrase the following sentences using the appropriate modal:

Example: It is possible that he comes with us tonight.

=> He may / might come with us tonight.

a) There is a 100% chance of rain tomorrow.

__________________________________________________________________________

b) It is impossible for them to travel to New York City for the holidays.

___________________________________________________________________________

c) Please, drive carefully tonight, ok?

___________________________________________________________________________

d) It is very unlikely that we get a loan from the bank, but it’s possible.

___________________________________________________________________________

Aminath Shiura Abdu’rahman (20597) 10

Syntax and Semantics (LIN 205)

11.Appendix 3- Conversation Practice

 Hi Walter, sorry to bother you at work. Can you tell me how do I get to the beach?
I’m still learning the roads in this city.
- No problem Steve. You can go down the interstate. Or you could follow the main
road out of town, but you will run into a dead end, so take the last exit if you go by
interstate.

(Or)

 Hi Claudia! I’m going to the beach this afternoon. I just got directions. Would you
like to come with me?
- Hey Steve! That sounds great! But can we go after three p.m. because I am jogging
right now? I will ring you when I am back at the dorm and you can pick me up.
Looking forward to this afternoon! Bye!

Aminath Shiura Abdu’rahman (20597) 11