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W4313702011 abstract "This study analysed errors made by Form Three students in community government secondary schools in Kilimanjaro. The study used purposive sampling to select 22 secondary schools from which 162 students’ written texts were collected for data analysis. The researchers read the written texts; and then, identified, classified and quantified errors based on linguistic and surface taxonomies, including the mechanics ones. Findings showed that syntactic errors were most prevalent, followed by mechanics errors. Morphological and lexical-semantic errors were the least recurring. Student respondents added or omitted an element or used a wrong form that resulted in incorrect usage of verb tense, subject-verb agreement, to-infinitive, participles, articles, pronouns and prepositions. Among the major causes of the errors were first language transfer and imperfect mastery of English itself. Thus, teaching strategies that would help students attend the errors meaningfully in writing classes are required for learners of English as a foreign language in Tanzania. Keywords: Errors, foreign language, interlingual, intralingual, writing" @default.
W4313702011 created "2023-01-08" @default.
W4313702011 creator A5030537817 @default.
W4313702011 date "2022-12-31" @default.
W4313702011 modified "2023-10-01" @default.
W4313702011 title "Analysis of Written Errors by Form Three Secondary School Students Learning English as a Foreign Language in Kilimanjaro" @default.
W4313702011 doi "https://doi.org/10.56279/jlle.v16i2.6" @default.
W4313702011 hasPublicationYear "2022" @default.
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