LANGUAGE IN INDIA

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Volume 24:6 June 2024
ISSN 1930-2940

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A Comparative Study of Errors in ESL Learners’ Writing:
A Cross-linguistic Analysis

Mohammad Usama and Dr Shashikanta Tarai

Abstract

The study aims to examine the effectiveness of traditional methods for developing English as a Second Language (L2) writing. None of the studies has focused on L2 writing errors comparing the effectiveness of English language teaching methods in the classrooms. However, the current study investigates the efficacy of Grammar translation (GT) and communicative language teaching (CLT) methods in minimizing first language (L1) transfer errors in (L2) writing for 12th grade students in senior secondary public schools. The study included 180 participants randomly. The participants were divided into four groups: two experimental groups were exposed to GT and CLT methods, and two control groups were treated based on their regular curriculum in Hindi and English medium schools for three weeks. The data was extracted from participants over pre and post-test and analyzed quantitatively. The results of this study indicate students made more L1 transfer errors in Hindi Medium Schools in comparison to the English medium in L2 writing. Furthermore, students made a lesser mean of errors for the post-test rather than the pre-test. Moreover, the GT method performed better in Hindi and English medium classrooms than the CLT method in terms of minimizing L1 transfer errors after attending their pre-designed classes. The importance of the GT method for teaching and learning English in India is explored considering current literature on English teaching methods.

Keywords: Hindi and English medium schools; L1 transfer errors; Grammar translation method; Communicative language teaching; L2 writing

1. Introduction

Several methods, such as grammar translation (GT) and communicative language teaching (CLT), have been employed to enhance English (L2) writing proficiency in a non-native classroom. However, previous studies have found that L2 learners made numerous errors as a result of the effect of first language (L1) on second language (L2) English compositions (Pondra, 2015; Farooqi, 2015; Fakhar, 2013; Lalitha, 2001; Ahmad, 1996). These studies also indicated that L1 influences L2 to affect the meaning. In this context, hardly any study has focused on the effectiveness of GT and CLT methods in minimizing L1 transfer errors in the writing of L2. Therefore, the current study intends to improve writing by reducing errors by employing GT and CLT methods in a classroom. Teachers can use the current study findings to identify strategies to teach and learn L2 writing. This study has set out an objective to examine the L1 transfer errors which 12th grade English students have committed. This study is also accountable for L2 writing development to eradicate L1 transfer errors by adopting applicable teaching and learning methods. Furthermore, the current study looks at the impact of GT and CLT on L2 learners’ ability to eliminate L1 transfer errors in L2 writing.

However, India’s most vigorous GT tradition is still alive (Lee & Spolsky, 2020; Sharma, 2020). GT is the method of L2 instruction that is primarily structural-based and teacher-centered, and priority is given to accuracy (to develop the structural knowledge of an L2 by comparing the structures of L1 and L2) over fluency (Piantaggini, 2020; Benati, 2018; Larsen-Freeman, 2013; 2000; Savignon, 2007; Griffiths, 2001).

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

Mohammad Usama, PhD Scholar
musama.phd2018.hss@nitrr.ac.in

Dr Shashikanta Tarai
Assistant Professor
Department of Humanities and Social Sciences
National Institute of Technology
Raipur, Chhattisgarh
starai.iitm@gmail.com
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