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Research in English language pedagogy
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Volume Volume 1 (2013)
Satariyan, A., Mohseni, A. (2014). Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students. Research in English language pedagogy, 2(1), 20-30.
Adnan Satariyan; Ahmad Mohseni. "Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students". Research in English language pedagogy, 2, 1, 2014, 20-30.
Satariyan, A., Mohseni, A. (2014). 'Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students', Research in English language pedagogy, 2(1), pp. 20-30.
Satariyan, A., Mohseni, A. Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students. Research in English language pedagogy, 2014; 2(1): 20-30.

Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students

Article 2, Volume 2, Issue 1, Summer and Autumn 2014, Page 20-30  XML PDF (123 K)
Authors
Adnan Satariyan ; Ahmad Mohseni
University of Tasmania
Receive Date: 17 October 2017,  Revise Date: 26 April 2018,  Accept Date: 17 October 2017 
Abstract
Abstract

This study identifies and analyses the common errors in writing skill of the first year students of Azad University of South Tehran Branch in relation to their first language (L1), the type of high school they graduated, and their exposure to media and technology in order to learn English. It also determines the categories in which the errors are committed (content, organisation/discourse, vocabulary, mechanics, or syntax) and whether or not there is a significant difference in the percentage of errors committed and these categories. Participants of this study are 190 first year students that are asked to write an essay. An error analysis model adapted from Brown (2001) and Gayeta (2002) is then used to evaluate the essay writings in terms of content, organisation, vocabulary, mechanics, and syntax or language use. The results of the study show that the students have greater difficulties in organisation, content, and vocabulary and experience less difficulties in mechanics and syntax.
Keywords
Writing Skill Development; error analysis; Second Language Learning and Teaching; Pedagogy in Writing Skills
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