DECODING ERRORS: UNRAVELING THE LINGUISTIC CHALLENGES FACED BY 10TH GRADE ESL LEARNERS

Abstract

The current study primarily focuses on what types of errors are commonly made by ESL learners, and their frequency of occurrence. A quantitative approach is used for error analysis on data collected through written tests of 10th grade students. For this purpose, data-driven categories are used and analyzed using the Gass and Selinker (2008) model of error analysis. The findings according to the research questions are that multilingual ESL learners make errors in structure, composition, vocabulary, and grammar in English. The frequencies of errors related to vocabulary and grammar are the highest among ESL learners in 10th grade. Students depend on rote learning instead of understanding the basics of English composition. Secondly, the teachers are not properly trained to teach ESL students according to the linguistic requirements. Data analysis has shown that there is a significant difference between the performances of 10th grade ESL students in English composition in government schools with the result that these  students make more errors in their English writing.