LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:1 January 2024
ISSN 1930-2940

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The Impact of Inter-language Related Errors among Non-English Majors at Tertiary Level Students in Bangladesh

Tanzin Ara Ashraf and Tasleem Ara Ashraf

Abstract

The study focuses on the influence of inter-language related errors on EFL learning among tertiary level students. In Bangladesh, the non-English majors studying in different private universities learn English language through different English language courses, however, a huge number of students struggle to learn English language and receive failing grades in their EFL courses due to the interferences of inter-language or the influence from their L1. This study aims at identifying the common inter-language related errors learners make and thus discover possible solutions to improve EFL learning at tertiary level. A total of 106 students and 15 teachers currently practicing at the private universities were randomly chosen as respondents from three private universities of Bangladesh. Interviews, content analysis and sample study were the instruments to collect data for the study. The analysis revealed that tertiary level students face much difficulty for the interference from their L1 i.e., Bangla language and has come up with very important recommendations and suggestions that may help to improve EFL learning at tertiary level in Bangladesh.

Keywords: error analysis, exposure to English, EFL learners, writing skill, teaching strategies

1. Introduction and Background

At present, English language, the most widely used lingua franca and an unavoidable communication technology in the globalized world, is now being learned and taught at all the levels of education in Bangladesh. But, in tertiary level, most of the students face problems and also make errors in writing composition. To examine student’s error in their composition writing, error analysis is highly needed. Error analysis is a systematic method that focuses on the errors that learners make. It also helps teachers to find out the sources of errors and the importance of these errors. So, the analysis of the student’s error has become a crucial part to overcome the errors and therefore suggests some solutions regarding the problem.

The researchers feel that students at tertiary level must know why they repeatedly make the same type of errors while using English language both academically and globally and find out how their L1 effects L2 learning to avoid common errors in EFL learning. The researchers assume that, this kind of research will help particularly the students, teachers and the curriculum designers to enhance the student’s skills and to take pedagogical precautions.

Error has been analyzed by many researchers in several different ways. Many researchers focused on the Contrastive Analysis Hypothesis (CAH) to identify error every second language learners. In CAH the researchers mainly discovered that the differences between L1 and L2 are the major factors of making errors. Bloomfield (1933) suggested “The differences (among language) are great enough to present our setting up any system of classification that world fit all language.” Wardhough(1970) proposed a distinction between a strong version and weak version of the contrastive analysis hypothesis. The strong version involved producing errors in second language learning based upon a contrastive analysis of the L1 and L2, namely error analysis.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Tanzin Ara Ashraf
M.A. in English Literature
tanzen@kku.edu.sa
Department of Languages and Translation
King Khalid University, Abha, Saudi Arabia

Tasleem Ara Ashraf
M.A. in English Literature, M.A. in ELT
tasleem1702@yahoo.com
Department of English
Stamford University Bangladesh
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