Progress Report

COVER PAGE

College / Affiliation: Department: Research Title: University, Abha Progress Report ( First)

Faculty of Languages and Translation. English Error Analysis of Saudi Students Written English at King Khalid

for Project No. (

1192

Project Duration for which this report is written: Names of the Investigator (s) (Full Name) : -Principal Investigator: -Co-Investigator: -Co-Investigator: -Co-Investigator: -Co-Investigator: Submission Date of this Report : / 21/03 / 1433 H.

First Three Months

Dr. Abdul Ghaffar Khan Dr. S.M. Khurshid Anwar Dr. Nisar Ahamad Koka

2. Summary of the work done so far The errors that students make in the process of learning a second or foreign language have been a cause of much concern to the teachers, course designers, textbook writers, evaluators and the administrators. The three areas of research (Contrastive analysis, Error analysis and Inter language) have this as one of the primary goals in their research studies. Error analysis was inspired by the generative linguistics movement of the sixtees which focused on the creative aspects of errors in the process of language learning. The study of learners errors has been a primary focus of L2 research since 1970s. Since Stephen Pit Corders article Significance of learners Errors appearing in the year 1967 of (IRAL 160-170), SLA (second language acquisition) researchers all over the world have spent much of their time and energy in extracting errors from students compositions and conversations, and using their research findings as a base for developing theories of language teaching, devising remedial courses, and preparing exercises for classroom practice. Pit Corder introduced an important distinction between Errors and mistakes. Pit Corders article was followed by a series of articles by different linguists reflecting their views on various aspects of Error Analysis (EA). A reference could be made to some of the earlier articles like (Corder: 1967, 1971, 1973; Strevens: 1970; Selinker: 1969, 1972, Richards: 1971, 1973 which revolutionized the whole concept of error analysis. The widespread popularity of EA stemmed perhaps from the refreshing alternative it provided to the then prevailing but more restrictive Contrastive Analysis (CA) approach to errors. As teachers of English, we are aware of the fact that the Saudi learners of English commit a lot of errors in their written tasks. After evaluating their written tasks for several years the researchers observed that these students commit various kinds of errors (grammatical, syntactic, lexical, spelling, punctuation, semantic and pragmatic errors) in their written compositions. Hence, we have decided to conduct an error analysis (EA) the best tool for describing and explaining errors made by speakers of other languages, in order to identify the sources of these errors and reasons behind their continued occurrence year after year (Johnson: 1975). 3. Table of Contents (if any) progress 4. List of Figures (if any) 5. List of Tables (if any) Not applicable, as the project is under progress Not applicable, as the project is under progress Not applicable, as the project is under

6. List of Symbols & Terminologies (if any)Not applicable, as the project is under progress 7. Description of Planned Tasks pertaining to the Progress Reports period as stipulated in the approved Research Proposal. Pilot Study and Data Collection: As the teachers in the Department of English, Faculty of Languages and Translation , King Khalid University for the last four years or so we are aware of the fact that our students of level
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5 to 8 commit a lot of errors of different categories in their written tasks( paragraph, piece of composition, short essays, memos etc.).While evaluating their written tasks for several years, we observed that these students commit different categories of errors in their written tasks. Based on this assumption we conducted a pilot study comprising a few students from level 5 to level 8, by assigning certain written tasks to be completed by them. This study indicates that the students commit errors of different categories: grammatical, lexical, syntactic, spelling, punctuation, semantic and pragmatic errors in their written compositions. Collection of the relevant materials: We have completed the collection of the relevant materials: print as well as the electronic materials. We have succeeded in preparing a preliminary bibliography for our use in near future. A few books have already been purchased and the order has been placed for the remaining ones. A number of research articles published in reputed International Journals have been identified. A working outline of the project has been prepared. In addition to the books and articles, relevant websites have also been identified so as to use the available information in near future. 8. A detailed presentation of the Scientific Methodology As proposed earlier, the researchers would follow the following six (6) steps as identified by M.Gass and Selinker (1996:76) i) Data Collection ii) Error Identification and Categorization of Errors iii) Error Quantification iv) Sources Of Errors v) Explanation and Evaluation of Errors vi) Remedial Measures

In the first three months, we have almost completed the following tasks: (i) Data Collection The researchers have started collecting the errors made by 100 students doing their English major registered from Level 5 to Level 8, at the Department of English (Graiger), King Khalid University, Abha, KSA, speaking Arabic as their mother tongue (L1).They have the same type of education completing four grammar courses and four courses in writing by the end of 2012.The corpus may include the following sources:
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(a) Collection of Examination Scripts( Mid-term, Assignments and Final Examination). (b) Several Written Tasks such as : i) A free Composition Topic : How did you Spend your Annual Vacation ? Word limit: 250 to 300 words
ii) A short Paragraph iii) iv)

Topic : Unforgettable Event of your life Word limit: 150 to 200 words Exercises specially prepared for the target group in order to extract different categories of Errors A passage in Arabic to be translated into English.

9. Results obtained during the Progress Report period; the scientific analysis of these results; the relevant previous results obtained in the given research area; and assessment of achievements vis--vis the initially stated objectives. ( Not applicable now as the project is under progress) 10. Assessment of Achievement in terms of the tasks described in the approved Research Proposal. ; i) Preparation of preliminary bibliography: books, journals and relevant websites. ii) Preparation of exercises so as to collect samples of different errors( learner language) 11. Obstacles confronted during the project (if any); and research teams approach in overcoming them. Any data, suggestions for improvement or modifications which the investigator deems necessary for achieving the stated research objectives should be mentioned. ( None so far) 12. References cited in scientific introduction and discussions. i) Corder, S.P 1971. Idiosyncratic dialects and error analysis IRAL 91: 149-59. ii) _________ 1974. Error analysis in J.P. Allen and S.P. Corder (eds.) The Edinburgh Course in Applied Linguistics Vol. III, London OUP. In these articles S.P. Corder proposes an elaborate procedure for identifying errors. Corders 1974 Error Analysis offers a framework for describing errors is quiet promising. iii) Dulay Burt and S. Krashan. 1982. Lnguage Two, Newyork: OUP One could depend on the Taxonomy of Errors as proposed by Dulay, Burt and Krashan in the above mentioned book. iv) Lennon, P. 1991. Error: Some problems of definition, identification and distinction, Applied Linguistics 12 : 180 95.

v) Taylor,G.1986. 'Errors and Explanations' Applied Linguistics 7 : 144 66. Taylor discusses the sources of Errors like Psycholinguistic, Sociolinguistic and Epistemic, etc Note : These references are in addition to the references already attached with a copy of the Proposal submitted earlier. 13. Proposed Work Plan for the remaining portion of the report period( Tentative): Chapter I 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Chapter II 2.1 2.2 2.3 Introduction Theoretical Background A Critique of Error Analysis Aims and Objectives of the Study Significance of the Research A Review of Earlier Literature Recent Error Analysis Research Limitations of the Study Research Methodology and Data Collection Factors Behind Collecting Samples of Learner Language Subjects of the Study The corpus a) Examination Scripts b) Free Composition/Paragraph c) A Passage in Arabic for Translation into English d) Exercises specially prepared for the Target Group Chapter III Identification of Errors Quantification of the Errors Sources of Errors Explanation and Evaluation of the Errors Findings and Recommendations

Chapter IV Chapter V Chapter VI Conclusion Bibliography