Universidad técnica particular de loja la universidad Técnica Particular de Loja

COMPARATIVE ANALYSIS
Based upon the quantitative tabulation obtained from the 
classification of the collected data we can make some observations that 
can help us to understand the nature of language interference.
First of all, we have to state that the highest number of grammar 
errors was found in the second class activity (the story). We found 36 
errors concerning language interference. 
It is remarkable to state that most grammar errors were found 
when writers make use of the 
subject pronoun during the quiz activity 
and in the use of prepositions taken from the same activity (11 errors).
The highest percentage of errors was obtained in the use of 
subject pronouns from the essay sent as homework (53.33%) but we 
have to analyze the fact that the amount of total errors concerning 
language interference was very low compared with the other class 
activities (only 15). This fact can lead us to determine that the use of 
subject pronoun is the most common error. 
When it comes to lexicon, the highest number of errors was 
obtained from the class activity 1 (composition). We found 21 errors 
concerning language interference. It is also important to state that the 
highest number of errors occurred in the second class activity (the story) 
when writers used 
inflections (12 errors). 

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We can also say that the highest percentage of errors caused by 
language interference was the use of phrasal verbs (47.05%) in the 
home-sent activity. 
After having determined the most common errors in order to focus 
our attention at what may be the first and more serious issues to deal 
with, it is important to compare the number and percentage of errors 
between activities to see if the theme and the environment in which the 
activity was developed was influencing enough to increase or decrease 
the amount of errors. 
First we have to analyze the variable named “grammar 
structures”. We found that the number of errors in the class activities 
may follow a pattern (30 errors in the first class activity, 36 errors in the 
second and 32 errors in the last one). However, the number of errors in 
the home activity was reduced to 15. 
After having analyzed the different indicators, we found that 
almost all the activities follow a pattern when it comes to the percentage 
of errors. The highest percentage belongs to the use of the subject 
pronoun (26% in the first activity, 27% in the second one, 56% in the 
third and 34% in the last one) followed by the use of prepositions (26%, 
25%, 13%, 34% respectively). 
When analyzing the variable named “lexicon” we noticed the same 
variation on the amount of errors. They decreased when it came to the 
home-sent activity. There were 17 errors compared with the first two 

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activities (21 and 19 respectively). However, the number of errors 
decreased in the last activity (13 errors found in the quiz).
Errors concerning Inflection had the highest percentage in both 
the first and second class activity (47% and 63% respectively). However, 
the use of phrasal verbs obtained the highest percentage in the third 
and last activities (47% and 53%). 
As a conclusion, we can state that the previous section (refer to 
“Description and analysis of results”) helped us to understand “why” 
language interference occurs depending upon each indicator. In 
addition,