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A Study and Analysis of Errors in the Written Production of Swedish Adolescent Learners of English: Comparing the Evolution of a Class at Two Different Points in Time
Linköping University, Department of Educational Science (IUV).
2005 (English)Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
Abstract [en]

The subject of this essay is a comparison of essays written by the same learners at two different points in time - i.e. while they were in the first and in the third grades of the Swedish secondary school. The essay includes a presentation of the raw data that have been used. The theoretical background is a general survey of some of the abundant literature relating to Second Language Acquisition and Error Analysis, and a large part of it deals with interlanguage theories. The analytical part of the work presents the results of the study, including a grammatical classification of the totality of the errors encountered as well as a presentation of the results for the whole of each class and for each individual learner. Finally, some of the theories are related to the results of the analysis and some conclusions are drawn. A part of the work consisted in the gathering of essays written by learners (exclusively with Swedish as their mother tongue) of the same class in a real school context, first to make a quantitative study of their errors, and second to make a comparison between their essays written at two different points in time. The aim was to find out if there had been an evolution, and to what extent the evolution had taken place. The hypothesis formulated at the beginning of this essay is that learners, in general, should make fewer errors after two years have passed. The results are that errors concerning Verbs (especially Concord), as well as miscellaneous spelling errors, were the most frequent ones, and this is true for both grades. As the total number of errors is lower for the third grade than for the first, and since the learners' production is larger in the third grade than in the first, the hypothesis can be considered to be true, though a larger study should be conducted to see if a general pattern can be found.

Place, publisher, year, edition, pages
Institutionen för utbildningsvetenskap , 2005. , 40 + 10 p.
Keyword [en]
Error Analysis, Second Language Acquisition, Interlanguage theories, Input hypothesis, Cognitive theory.
National Category
Specific Languages
URN: urn:nbn:se:liu:diva-3367ISRN: LIU-LÄR-L-EX--05/33--SEOAI: diva2:20373
Available from: 2005-08-31 Created: 2005-08-31

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