Common Errors in English Language Learning and Use – the Philippine Context

For half a decade, I have spent earthshaking time working with and studying slope as Second spoken communication (ESL) learners in several contexts online, corporate, and faculty member. In the course of interfacing with these opposite types of bookmans, several fire features arise in the study of the learners words, roughly especially errors in writing. In this article, I go away give a brief background of the errors of the learners. I entrust withal try to encapsulate some of my observations and experiences in dealing with phrase errors and probably suggest ways on how to appropriately contend them.Hopefully, this will be an eye opener to a lot of side of meat speech communication teachers and practitioners that errors are important in both breeding and article of faith ESL. The Context The influence of mass media, which use side as a medium for communication has greatly contributed in the development of the English actors line in the Philippines. Several broadsh eets and magazines, FM radio shows and late night newscasts in English are just a few manifestations that the language is thus alive in the local media scene.Furthermore, the prevalence of business process outsourcing (BPO) industries is also a validation that the country is home to thousands of bilingual customer dish out representatives who deliver quality customer service to English-speaking clients. Philippine education, however, does not have the same story. Through the years, teachers and school administrators have tried different strategies to improve the English language proficiency of their students.But based on observation and research, there is incongruence between the strategies and the language practices in Philippine schools for instance, close colleges and universities claim that their medium of instruction (MOI) is English but there is a good deal no explicit school policy articulating this (Bernardo and Gaerlan, 200621). This, in return, results in the decliv ity of English proficiency, leaving educators and teachers with unresolved problems regarding standard policies and procedures in using the English language in the academe.On Errors and the Learners Language (Interlanguage) Errors are considered significant features in acquiring, information, and teaching a second language. It has been customary for students and teachers to talk about errors in the language classroom, most especially in writing classes. instruction professionals oft feel frustrated with the quality of the language of their students essays. , For some, errors are signs of failure opus others believe that they are indications of and opportunities to understand the very complex process of learning to communicate in a second language.One methodology in studying the learners error is by doing Error epitome (EA) or the process of determining the incidence, nature, causes and consequences of unsuccessful language (James, 19981). Brget (2000218) states that errors whit ethorn result from several sources, two of which are interlingual errors of interference from the native language and intralingual errors within the shoot for language, context of learning and communication strategies. To simply put together it, the first mixed bag refers to the second language errors that reflect native language structure while the second one, results in faulty structures that do not follow the standards of the target language. It is also a must(prenominal) to acknowledge the kind of language that learners produce in order to come up with a holistic study of the learners errors. Larry Selinker labels this as interlanguage or the separateness of a second language learners system, a system that has a structurally fair status between the native and target languages (1972 in Richards, 197431).With this, it will be easier for teachers to understand where learners are coming from and also for them to come up with likely solutions to address these errors. The Classr oom Experience In the English classroom, where formal learning takes place, I have encountered several unique experiences in dealing with errors in academic writing. Filipino college students are very innovative in constructing English sentences that often result in several interlingual and intralingual errors. Take for instance the undermentioned excerpt from a students composition Me in my recall dose was stranded at the gate 3 of fort Bonifacio because the jeepney cannot pass oer because of the heavy flood that if we measure is in a waistline and in some place in a neckline. Me and my friend was just bear in the jeepney hoping and waiting that the rain down would stop for us to go home. It is kinda obvious that the student has committed several intralingual errors such as a. employ pronoun (Me and my friend My friend and I) b. Faulty capitalization (fort Bonifacio Fort Bonifacio) c. Wrong confederation (Me in my friend and) . Incorrect verb tense (was just stay stayed ) e. lose of punctuation (Me and my friend was just stay in the jeepney (,) hoping and waiting that the rain would stop(,) for us to go home. f. Inventing new vocabulary and usage (pass over which mover to pass through waistline which should be waist deep) The student also used her knowledge of the first language (in this skid Tagalog) to create verbally in English. For display case, the compound subject Me and my friend is a direct variant of the Filipino phrase Ako at ang kaibigan ko.This is a concrete example of an interlingual error. It is really tedious to mark essays that contain numerous errors but these things must be pointed out in order to improve the language abilities of students. Moreover, by studying these kinds of errors, it will be easier to diagnose certain areas that need reinforcement. many Possible Solutions As a teacher and researcher, I have realize that it is imperative to put utmost importance to the errors that ESL students commit in academic writing . Studying these errors may mean finding probable solutions to address them.The spare-time activity are some suggestions that other teachers can do in their own classrooms 1. Analyze and rectify the errors found in the learners compositions by following unique(predicate) linguistic criteria or the formal features of a language (James, 1998206). With this on hand, a basis for assessing and correcting the errors of students will be available. 2. After digest, provide supplementary visibles that will help reinforce language proficiency. This can be done by addressing specific areas of concern like grammar, lexis, usage, and mechanics.This will be helpful most especially to struggling students that are having difficulties in understanding the complex rules of the target language. 3. It is also a must to recognize individual differences inside and international the classroom. Finding time to connect with students will also help in understanding the nuances of the languages that they use. Knowing how they interact and being able to cope with their interests will give the teachers several insights as regards the learners language. . Finally, continuous research and error analysis can lead to a development of a standard material based on empirical data. This will help address the most frequent errors that learners commit in specific linguistic areas. References Bernardo, A. & Gaerlan, M. J. (2006). Teaching in English in Philippine higher education The case of De La Salle University-Manila. Hong Kong University. Brown, H. (2000). Principles of language learning and teaching. England Longman. James, C. (1998).Errors in language learning and use. capital of the United Kingdom Addison Wesley Longman Limited. Selinker, L. (1972). Interlanguage in error analysis Perspectives in second language acquisition. Jack C. Richards, (Ed. ). London Longman Group Limited. Authors Profile trade name Arthur Payumo Abalos teaches college English, writing (expository, research a nd technical), oral communication, and literature at the Far east University East Asia College and De La Salle College of St. Benilde in Manila, Philippines.He also works as an English language program facilitator at John Robert Powers International and an IELTS advisor at the PALMS Australian Immigration Services. He used to be a full-time Educational Consultant for the Language and Literacy Programs of Scholastic Publishing. He obtained his bachelors degree in English Studies Language from the University of the Philippines Diliman. His masters research focuses on the significance of interlanguage grammar and error analysis in developing ELT materials. You can reach him at email&160protected com.