University of Bahrain
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Error Analysis of the Written English Composition of Undergraduates: A Case Study of Nigeria

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dc.contributor.author Amuseghan,Sunday Adejimola
dc.contributor.author Tunde-Awe,Bola Margaret
dc.date.accessioned 2018-07-25T10:41:56Z
dc.date.available 2018-07-25T10:41:56Z
dc.date.issued 2016
dc.identifier.issn 2210-1578
dc.identifier.uri https://journal.uob.edu.bh:443/handle/123456789/770
dc.description.abstract Research findings in the writing composition always show that there are common and recurrent errors in all aspects of English and these are linguistically and communicatively affecting learners. This study, therefore, analysed errors in written English examination papers of 50 undergraduates. The students were final year undergraduates in the Department of Arts Education (English Education Unit), AdekunleAjasin University, Akungba-Akoko, Ondo State, Nigeria. 25 male and 25 female students’ examination papers were sampled.All the participants were Nigerians. The purpose of the study was to find out the types of errors that still manifested in the written work of graduating students studying English. The research instrument used for the study was the graduating students’ written examination papers. All the errors were identified and classified into various grammatical categories. The results of the study show the five most common errors committed by the final year students: verb tense, spelling, subject verb agreement, preposition and capitalization. The paper provides an insight into some problems of second language learning in Nigeria and therefore concludes that more attention should be given to these types of errors in Nigerian higher institutions. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.subject Composition en_US
dc.subject Errors en_US
dc.subject Linguistic and communicative skills en_US
dc.subject Learners? Feedback en_US
dc.title Error Analysis of the Written English Composition of Undergraduates: A Case Study of Nigeria en_US
dc.type Article en_US
dc.identifier.doi http://dx.doi.org/10.12785/jtte/040204
dc.volume 04
dc.issue 02
dc.source.title Journal of Teaching and Teacher Education
dc.abbreviatedsourcetitle JTTE


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