GRAMMATICAL ERRORS IN ACADEMIC WRITING OF ENGLISH SECOND-YEAR STUDENTS

European Journal of English Language Teaching Pub Date : 2022-11-17 DOI:10.46827/ejel.v7i6.4547

Nguyen Trinh Minh Anh, Nguyen Hai Yen, Nguyen Thi Y Tho, Luong Minh Nhut

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Abstract

The study aimed to analyze the common grammatical errors of students in academic writing. Mixed-method research was implemented for this study. The study team gathered 110 essays from learners in the Writing Course 4 – Social Texts classroom. Then, the researchers conducted interviews with 23 learners in order to ascertain the reasons behind their grammatical errors in writing and provide suitable remedies. Participants in this research were second-year students majoring in English Studies in the Department of English Language and Culture's High-Quality Program at a Vietnamese university. The findings revealed that the errors that made up the biggest percentage of all errors were those involving the articles (25,5 %), prepositions (14,2%), and plural/singular forms (13,7 %). On the other hand, tenses (7%), passive voice (3,8%), and subject-verb agreement (1,7%) errors had the respective lowest percentages. The results of the interviews with 23 randomly selected students in this course showed that students struggled with academic writing on a number of different levels, with the root causes being a lack of vocabulary knowledge, carelessness, and uncertainty about basic grammatical structure. Article visualizations:

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英语二年级学生学术写作中的语法错误

本研究旨在分析学生在学术写作中常见的语法错误。本研究采用混合方法研究。研究小组收集了110篇来自写作课程4 -社会文本课堂的学生的文章。然后，研究人员对23名学习者进行了访谈，以确定他们在写作中出现语法错误的原因，并提供适当的补救措施。本研究的参与者是越南一所大学英语语言与文化高质量项目英语研究专业的二年级学生。调查结果显示，在所有错误中，占最大比例的是那些涉及冠词(25.5%)、介词(14.2%)和复数/单数形式(13.7%)的错误。另一方面，时态错误(7%)、被动语态错误(3.8%)和主谓一致错误(1.7%)的比例最低。本课程随机抽取23名学生进行访谈，结果显示学生在学术写作中存在不同程度的困难，其根本原因是词汇知识的缺乏、粗心大意以及对基本语法结构的不确定。可视化条

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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European Journal of English Language Teaching

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