INVESTIGATING THE CREATIVE WRITING OF PAKISTANI ESL LEARNERS: AN ERROR ANALYSIS OF THE USE OF 'DEFINITE ARTICLE'

Abstract

With this ever-developing age of globalization, the need to arrange more second language learning platforms has been increased. In the current scenario, the role of error analysis can be regarded more as a 'device' than as simple method of analysis. English Language practitioners including both teachers and students are more likely to use this device to comprehend the process of Second Language Acquisition. Error analysis bridges the errors committing phase and errors-remediation phase in learning second language. Keeping in view the above assumptions, this research paper explores the effectiveness of error analysis in identifying the errors committed by ESL learners at morphological level. The study begins the types of errors committed by Pakistani ESL learners in their Creative writing, particularly regarding the use of 'Definite Article'. For this purpose, out of the population of 2000 students, 200 students were selected by employing systematic random sampling. They were asked to write an essay on the given topics. Their writings are analyzed by applying Corder's Theory. The data has been analyzed both qualitatively and quantitatively. The results of the study indicate that total numbers of errors committed by the students are 4820, out of which 1777 errors are of morphological relatedness and 1773 errors are from the omission, addition category and 1270 are from inflectional and derivational categories. The reasons found are intra lingual and inter lingual and faulty teaching. Moreover, different ways are also suggested to remove these errors.