An Article Error Analysis in Syntax: Common Grammatical Mistakes in Pakistani ESL Learners

Error Analysis

Abstract

This study investigates the syntactic errors made by ESL learners, particularly focusing on common grammatical mistakes such as subject-verb agreement, word order, tense misuse, and omission of auxiliary verbs. The research is grounded in S.P. Corder's (1967) error analysis theory, which posits that learners’ errors provide critical insights into their language learning strategies and highlight areas of difficulty. The primary aim of this study is to identify, categorize, and analyze these errors, which are often influenced by the learners' native language (L1) structures, particularly in cases of L1 interference. A quantitative descriptive research design was employed, using content analysis of 200 randomly selected written assignments from ESL learners enrolled in the English department at a public university in Faisalabad. The study analyzed these assignments to determine the frequency and types of syntactic errors made by learners. The results affirm that errors related to subject-verb agreement and tense misuse are the most prevalent, suggesting that L1 interference significantly impacts learners’ ability to master English syntax. The findings of this research are significant for ESL educators as they emphasize the need for targeted grammar instruction and contrastive analysis between learners' L1 and English. By focusing on areas of frequent errors and providing regular practice with feedback, teachers can reduce the occurrence of fossilized errors and improve students’ grammatical accuracy. The study also highlights the importance of integrating error analysis into curriculum development to tailor teaching methods to learners’ needs. This research contributes to the growing body of literature on second language acquisition by providing empirical evidence of common syntactic challenges faced by ESL learners in Pakistan and offers pedagogical recommendations to mitigate these issues. Future research could explore syntactic error patterns among more advanced learners and investigate the long-term impact of targeted error correction strategies.