Rostami Abusaeedi, Ali Asghar
Shahid Bahonar University of Kerman, Iran (email@example.com)
Shahid Bahonar University of Kerman, Iran (firstname.lastname@example.org)
Error Analysis (EA), as a diagnostic tool, contributes to language teaching and learning by answering some questions and proposing solutions regarding different aspects of language pedagogy. The present study conducted on 100 Iranian advanced EFL learners’ written errors (50 male learners & 50 female learners), presents different classifications and subdivisions of error sources. Analysis of the sources of errors committed by the two groups of male and female learners shows that the errors mostly result from partial learning and imperfect mastery of the target language (intralingual) while transfer from mother tongue (interlingual) accounts for a small proportion of errors. It also reveals that although there are more errors in female learners’ written productions, the hierarchy of different sources of errors in the two groups of male and female learners is the same.
Keywords: error analysis; sources of errors; written production; EFL; ESL