Analyzing Grammatical Errors to Improve English Writing Among Thai High School Students’ Interlanguage and Vocabulary Use

This study examines the grammatical errors and vocabulary types in the writings of Thai high school EFL students. Employing Dulay et al.’s (1982) surface strategy taxonomy, errors were categorized into omission, misformation, addition, and misordering to identify predominant error patterns. Addition...

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Vydané v:	Theory and practice in language studies Ročník 15; číslo 1; s. 82 - 92
Hlavní autori:	Matwangsaeng, Rangsawoot, Matwangsaeng, Pennapa, Sukying, Apisak, Min, Changyong
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	London Academy Publication Co., LTD 01.01.2025 Academy Publication Co., Ltd
Predmet:	Academic achievement Academic readiness Analysis Applied Linguistics Classification Communication (Thought Transfer) Comparative Analysis Comparative Education Competence Consciousness Raising Curricula Curriculum development Developmental Stages Education, Secondary Educational Methods Educational Strategies English (Second Language) English as a second language English as a second language instruction English as a second language teaching methods Error analysis Error Analysis (Language) Error Correction Error Patterns Errors Failure Grammar Grammar instruction Grammatical errors Hypothesis testing Interlanguage Language Language acquisition Language proficiency Language Usage Learning Processes Learning Strategies Linguistic Competence Linguistics Literature Reviews Methods Second language writing Second language writing instruction Secondary school students Secondary schools Students Study and teaching Syntactic structures Syntax Teachers Teaching Teaching methods Tense Vocabulary Word frequency Word lists Words Writing skills Thailand
ISSN:	1799-2591, 2053-0692
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Shrnutí:	This study examines the grammatical errors and vocabulary types in the writings of Thai high school EFL students. Employing Dulay et al.’s (1982) surface strategy taxonomy, errors were categorized into omission, misformation, addition, and misordering to identify predominant error patterns. Additionally, the study assessed the vocabulary range via the General Service List and the Academic Word List. Findings indicated a significant reliance on high-frequency words and less frequent use of AWL vocabulary, stressing gaps in readiness for academic study. The study highlights the diagnostic value of error analysis in revealing insights into learners’ interlanguage development, reflecting their evolving understanding and hypothesis testing about the target language influenced by their first language. Grammatical errors, such as incorrect use of singular and plural forms, articles, and tense inconsistencies, were common, suggesting learners face structural and syntactic challenges. Omission errors emerged as the most prevalent, followed by misformation, addition, and misordering, indicating areas needing focused grammatical instruction. Vocabulary analysis revealed an 82.30% overlap of the first 1,000 GSL words in students’ texts, contrasting with the minimal use of AWL words, essential for academic success. The findings advocate for enhanced instructional strategies integrating GSL and AWL vocabularies and emphasizing systematic grammatical error correction to improve language proficiency and academic readiness. Future research should include more diverse learner populations and a broader range of error types to provide insights into language acquisition challenges and solutions. This study contributes to refining teaching methodologies and curriculum development to better prepare students for future academic challenges.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1799-2591 2053-0692
DOI:	10.17507/tpls.1501.10