Name :Khaza Sakib Birzis Siddique

ID : 121431003Batch : 5th

Semester : 8th

Department : English

Course name : Dissertation Course Code :Eng-4804

Error and mistakes in SSC level

An error and a mistake, although share similar denotation, truly do vary in connotative meaning. An error is something wrong that is done when not knowing any different, versus a "mistake" implies something wrong that is done when knowing better. I'm not strong in math, and I typically would make errors on exams since I didn't have control of higher level math rules. However, I make careless mistakes when balancing my check book because I really despise doing it. There is a definite difference in connotation.

As far as error analysis, this is the formal study or examination of the types and causes of errors. In what ways do non-native speakers make errors in language use: pronunciation, writing, listening, and choice of vocabulary? This is, of course, a much different question when it comes to discussing the common mistakes made by native speakers. Or a bigger question may be, in what ways do native speakers make errors in language use? Are these "errors" or are they truly "mistakes"? When a student says or writes, "I ain't got none", is it a statement made due to a lack of knowledge or is it knowlingly a statement which breaks the rules due to laziness and habit? I think we know the answer.

This research has been made especially for ssc students whose mother tongue is Bangla and who have made various kinds of mistakes in writing English. It deals with the common errors usually made by the students and these are categorized under the sources of interlingualand intralingual errors. Therefore, this paper aims not to look at each and every cause of error in writing rather it attempts to analyze some recurrent and systematic errors and its causes which will help students write authentic English. I collected 513 samples from 9 institutions. I provide a test on right from of the verb, preposition, tense, use of articles and antonym. The peruse of the research is help the student to identify their mistakes and error. Also give the solution how they can improve their English

1. I collected data from the rural area.

2. 70% data are collected from Sirajgonj and 30% data collected from Dhaka rural area.

3. I could not collect the data from highly reputed school because they did not get the permission.

4. I collected 32 samples from two English medium students and 481 samples from seven bangla medium school.

It is hoped that the findings from this study would highlight areas of development in order to eradicate errors. It might encourage and increase the equal distribution of educational resources without discrimination. This would also assist with the identification of the relevant and competent educators of English. It is also hoped that underqualified educators will receive assistance and be empowered in terms of how to teach syntax through departmental workshops. These workshops will again assist by making educators aware of the influence the media through advertisements and technology such as cellular phones impacts on English learning, especially when it comes to error analysis. It will also make educators aware of the fact that the English which learners learn, should be the English which they are supposed to write and ensure that they minimise errors as far as possible.

The present study focuses on the common mistakes and errors that learners make in their writing in English. It gives specific focus on sentence level problems alongside vocabulary and mechanics. A descriptive analysis focusing on what kinds of problems occur in student writing is presented. The study includes 513 students’ samples to identify the categories of mistakes and errors that the students made. In obtaining the data, consideration was given on ensuring acceptable representation from male-female,from two English medium school and seven bangla medium school. The motivation for providing the guideline was that it would ensure at least thematic uniformity. As the topic did not warrant technical or special knowledge on an issue, we expected that this would best measure students’ strengths and weaknesses of writing. Furthermore, we wanted to make sure that the topic covers variety of linguistic skills such as, the three basic tenses (present, past and future), common vocabulary items, word order, ideas of collocation, orthographic competence.These 513 students data two city Sirajgonj and Dhaka.Two English medium schools and four bangle medium schools data were collected from Sirajgonj.Threebangla medium schools data were collected from Dhaka.21% data were collected from Dhaka and rest of the data were collected from Sirajgonj.All data were collected from the rural.

English Medium School

Tense 20%

Article 15%

App.Word 70%

Capitalization 50%

Rt.Verb 36%

Preposition 15%

Rules 17%

Spelling 21%

Bangla Medium

Tense 65%

Number 18%

Instruction 20%

Preposition 63%

Rules 32%

LC.Voccubulary 73%

Spelling 29%

WR.Verb 79%

Article 37%

Capitalization 63%

The first stage of error analysis consisted of what James, (1998) calls the ‘broad trawl’. This initial analysis enables the researcher ‘to gain a first impression of the learner’s capacities and limitations to identify the areas of TL competence where they are most susceptible to error’ (James, 1998:19). Part of the study consists of a description of errors and James (1998) lists three reasons for describing data:

The need for labels so that intuitions can be compared with those of other people;

The need to count errors; and The need to create categories of errors which can be compared

intralingually and crosslingually ( Hobson,1999).

The second stage of error analysis is where one counts the number of obligatory contexts and then calculates suppliance of the morpheme according to van Els et al.’s (1984) categories. Problems with this approach include instances where the learner avoids the structure. This is especially problematic when comparing learners where one learner uses the form and another learner avoids the form (Tarone, 1987).

The use of TL labels on IL data is problematic, as Pienemann (1992) points out, especially if it is assumed that IL is a system in its own right. However, no studies have completely reinvented terminology which will effectively account for IL data, (Hobson, 1999). According to Hobson (ibid), error analysis as an analysis procedure has a number of shortcomings, but it is nevertheless a useful starting point for a description of the data (James, 1998).

1. learners should special focus on tense. 2. They should depth knowledge on preposition. 3. They should concentration on article. 4. They should have learn the grammatical rules. 5. They can use the grammar translation method. 6. They can use 60bit music to concentration on study .It helps

students to learn quickly 3 to 5 time more than any tradition method.

7. They can use communicative language teaching. 8. They have to focus on number and gender. 9. They have to careful about use of verb. 10. Language is a means of communication and

contextualization of language items is a basic premise.CLT encourages students to use the target language in each activity within and outside classroom.

11. CLT is essential to understand anything easily and effectively. Translation may be used where students need.

Error analysis is associated with a rich and complex psycholinguistic view of the learner, but the sophisticated use is in its infancy. As EFL teachers, we should be aware of what is going on in the field of EA and keep a keen eye on the related theories. In order to improve teaching, we need to explore the learners’ psychological process in language learning so that we can enhance our understanding of learners’ errors. Based on the analysis of the causes of their errors, we provide our timely guide and help. In addition, while placing an emphasis on error correction in the classroom, as language teachers, we should take the teaching objectives, students’ linguistic competence, their affective factors and the effectiveness of the error correction into Considerations. Consequently, we can employ more flexible strategies in error correction and make more contributions to the EFL classroom teaching and learning.