Written Errors among E.F.L Learners

Abstract

Teachers of English either as a Second Language or as Foreign Language work hard to see their students able to produce well-formed, organized and neat pieces of writing, which contain no errors. In fact, the purpose of this study is to describe and analyze different types of errors committed by third year learners of Abide Mohamed Secondary School. Moreover, our study tries to find the reasons behind these errors including spelling, grammatical, punctuation, fragments, word missing Arabic structures, capitalization and misuse of quantifiers. Through error analysis, we have come to the conclusion that the most important reasons behind making these errors are lack of reading, lack of practicing writing outside the classroom, lack of proof-reading and negative interference of the mother tongue when writing in English. Furthermore, the findings and the results of this study clearly show that the English writing skill needs more reinforcement and development. Based on findings of this study we try to give some recommendations and implications for both teachers and syllabus designers. We hope that the results of this study could generate for developing the English writing skill among learners of Abide Mohamed Secondary School.