Common Written English Grammatical Mistakes in the Students from the Applied Linguistics School at PUCE, Esmeraldas Campus
To determine the most common written English grammatical mistakes in the students from the Applied Linguistics School at PUCESE, a prospective quanti-qualitative investigation was carried out using the methods of analysis and synthesis and hermeneutic, with a survey which contained open and closed questions so as to know specific information and students’ opinions, and a test applied to all the students from the Applied Linguistics School, where they had to write a short essay about their expectations in the referred school. The results showed that all the students agreed that grammar must be taught through all the semesters so that they can learn this linguistic component of English appropriately. The most common written English grammatical mistakes are related to the use of the definite article, conjugation of verbs in the third person singular, use of prepositions, conjugations of verbs in the past, use of modal verbs and use of the passive voice. It is concluded that grammar should be taught with more frequency during the studies. Besides, teachers need a didactic material with activities and methodological orientations to work with grammar in the classroom.
Key words: grammar; written mistakes; English; students; Applied Linguistics
Abdulrahman and Alshumaineri. (2015). Effective Error Correction in Grammar Classes: A Students’ Perspective. American International Journal of Contemporary Research, 5 (6), 128-130. Retrieved from http://docplayer.net/21079831-Effective-error-correction-in-grammar-classes-a-students- perspective.html
Adas, D, Bakir, A. (2013). Writing Difficulties and New Solutions: Blended Learning as an Approach to Improve Writing Abilities. International Journal of Humanities and Social Science, 3 (9), 255-256. Retrieved from: https://staff-old.najah.edu/sites/default/files/28.pdf
Al-Buainain, H. (2006). Students’ writing errors in EFL: a case study. Qatar University; Department of foreign languages.
Chiu, C, Barrea M. (2012). The Role of Grammar in Communicative Language Teaching: An Exploration of Second Language Teachers’ Perceptions and Classroom Practices. Electronic Journal of Foreign Language Teaching, 9 (1), 61-75. Retrieved from: https://pdfs.semanticscholar.org/d433/34c3198a9ca14aea60d6f605e51e0daaa423.pdf
Cordero, D, & Pizarro, G. (2013). Communicative Grammar: An Effective Tool to Teach a Second Language in today’s Classes. Journal of modern languages, (18), 267-283.
Fitikides, T. (2002). Common mistakes in English. England. Pearson Education Limited. Retrieved from: http://126.96.36.199/IdeaWeb/Files/Data/Library/2015321513119.pdf
Gray, R. (2004). Grammar correction in ESL/EFL writing classes may not be effective. The Internet TESL Journal, 11.
Greenbaum & Nelson. (2002). An Introduction to English grammar. Great Britain: Pearson Education limited.
Griffiths, C., & Zhou, C. (2008). Researching error correction in China: Procedure, product and pitfalls. In M. Pawlak (Ed.), Investigating English language learning and teaching (pp. 127-137). Poznań – Kalisz: Adam Mickiewicz University Press.
Harmer, J. (1999). How to Teach Grammar. Pearson Education Limited 1999. Retrieved from: https://vk.com/doc222861790_336750273
Johansson. (2010). What influences students’ motivation for learning English grammar? Linnaeus University (Institution of Human science). Retrieved from: https://www.diva- portal.org/smash/get/diva2:373545/FULLTEXT01.pdf
Khasawneh. (2010). Writing for academic purposes: problems faced by Arab postgraduate students of the college of business, Uum. ESP world, Vol (9), pag-4. Retrieved from: http://www.esp- world.info/articles_28/writing.pdf
Ruin, I. (1996). Grammar and the advanced learner. Stockholm: Gotab
Sañudo. (2013). The teaching of grammar and the use of the grammar checker (Master thesis). Faculty of philology, UNED. Recovered from: http://eprints.ucm.es/27320/1/tfm.pdf
Sönmez, G, Griffiths, C. (2015). Correcting grammatical errors in university-level foreign language students’ written work. Konin Language studies, 3 (1), 57-74. Retrieved from: http://www.ksj.pwsz.konin.edu.pl/wp-content/uploads/2016/01/KSJ-3_1-57-74.pdf
Vairamuthu, (2013). Implicit Grammar Teaching Activities. Language in India, Vol. 13:6, pag-611. Retrieved from: http://www.languageinindia.com/june2013/suntharesanimplicitgrammarfinal.pdf
Zheng, L. (2015). Explicit grammar and Implicit grammar Teaching for English Major Students in University. Sino-US English Teaching, 12 (8), 556-560. Retrieved from: http://www.davidpublisher.org/Public/uploads/Contribute/55d44b4a89ed9.pdf
How to Cite
Pontifical Catholic University of Ecuador, Esmeraldas Campus.
The scientific journals which signed the agreements from the Encounters of Latin-American Journals are authorized to reproduce, in part or completely, the articles published here, with only the mention to the source clearly pointed out. Other interested parties will be able to reproduce the contents previous authorization of the editor- in- chief of the journal.
The articles and papers published are the responsibility of the authors and do not necessarily reflect the thought of our Editorial Board.