A Comparative Error Analysis: Iranian Monolingual and Bilingual Male and Female EFL Learners

Journal of English Language Pedagogy and Practice

دوره 15، شماره 30، آذر 2022، صفحه 24-46   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2022.692350

نویسندگان

Maryam Moazzeni Limoudehi¹؛ omid Mazandarani^{* 1}؛ Behzad Ghonsooly²؛ Jila Naeini¹

¹Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran

²Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad (FUM), Iran

چکیده

Error analysis is considered as an invaluable pedagogical tool in teaching English as a foreign/second language (EFL/ESL). Despite abundant research, there are still lacunae in studies investigating the written grammatical errors among monolingual and bilingual male and female Persian and Turkmen EFL learners. To fill the gap, 158 Persian and Turkmen EFL learners from Golestan Province wrote two descriptive scripts that were examined for their most recurrent written grammatical errors. The errors were then analyzed and compared based on the framework of the study. Statistical analyses indicated significant relationships between Persian and Turkmens’ written grammatical errors and their gender. The frequency of monolingual Persians’ errors was significantly lower than that of bilingual Turkmens. These findings might interest EFL teachers, syllabus designers, and materials developers. Moreover, they could be a prerequisite to corrective feedback research while opening doors to further pertinent studies.

کلیدواژه‌ها

bilingual Turkmens؛ error analysis؛ L1 interference؛ monolingual Persians؛ written grammatical errors

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