Week 3 Formative Assessment Learner Profile and Error Analysis

Sample of writing:

Error Analysis (Writing): He uses the language far more effectively while writing, as is clear from his work. The infinitive and ing forms, the plural form, articles, and word choice are among the many faults in his work.
The mistakes and corrections:
I usually like to go somewhere □ I usually like going somewhere.
I read the newspaper article □ I read newspaper articles.
I like to go to the park □ I like going to the park.
You getting a fresh atmosphere □ You (can) get a fresh atmosphere.
Error Analysis (Speaking and Writing):
In the instance of Bunyod, it was through reading and hearing (receptive skills) where "the necessary grammar is provided" that he was able to reach his current level of English. In 1985, Krashen (p. 2) As emphasized by Krashen (1982), "speaking is a result of acquisition, not its cause," he has watched how native speakers utilize words, phrases, as well as functors and structures. As a result, his learning has begun to show in her performances of speaking and writing. (p. 2) To put it another way, Because of the input he obtained from reading books, watching movies, and listening to talk shows, he has a strong command of grammar and his productive abilities.
He didn't realize that he was speaking and writing with the subject and verb out of order, which is one of the blunders he made. He should have used the third person singular for the subject he in the sentences in the current sense, which are grammatically erroneous. (He has such a lovely voice.) According to Sufian (2018), mistakes involving the third person singular number agreeing with the verb are frequent among learners because a substantial percentage of languages do not have such circumstances, which presents difficulties and necessitates that students practice more. By including □ing in his writing rather than just □you get. □He also failed to employ the proper verb form. Aside from that, the difficulty he ran into was in the question formation. The sentence should be created with an auxiliary verb in order to give it an accurate meaning despite producing the proper question intonation.
He used present continuous with the state verb wish, which is one of the tenses he got wrong. I want to take the IELTS, because Although the verbs that describe wishes or sentiments do not have continuous tenses, the meaning he intended to convey in L1 may lead one to believe that it is right. 1988's Murphy Additionally, the past tense verbs that indicate an action that occurred in the past and is intimately related to the present should be utilized in present perfect sentences. (I learned little things) While demonstrating the causes of these kinds of errors, Ellis (2022) emphasized "there is not always a direct translation in other languages." In addition, The statement that highlighted the length of the action tied to the present should have been written in the present perfect continuous. For four years, I've been studying dentistry.
He also made errors with the gerund and infinitive, which can be used as either the subject or the object of a verb. 2015's Murray In some instances After the word like, it is best to use the gerund.(I enjoy going to the park and mimicking English behavior) In terms of grammatical mistakes involving nouns and pronouns, he used the words Dmany money Dand □ little things □ when he should have used Dmuch money □ for the former and Dfew things Dfor the latter. Additionally, countable nouns with more than one should use the plural form, according to grammar manuals, which was one of his errors when he mentioned the number of years he had spent.
Furthermore, the prepositions to and in can give meaning to terms like there, here, home, and others. For this reason, Murphy books consider saying in there to be an error. Although it is allowed to say in there to a limited extent when using there with the general sense of at that place, according to the Oxford Modern English Grammar (2011).
These are the most typical errors that people with pre-intermediate levels make, and they can be fixed by learning and using the language a lot.
Reference:
Krashen & Stephen, D. (1985). The input hypothesis. Issues and implications. 1985 Longman group UK Ltd.
Krashen, S. (1982). Child-Adult Differences in Second Language Acquisition. Series on Issues in Second Language Research. Newbury House Publishers, Inc., Rowley, MA 01969. Retrieved from https://doi.org/10.2307/3586451
Murray, D. (2015). Using gerunds and infinitives. Rockowitz Writing Center. Hunter College.
Murphy, R. (1988). English Grammar in Use. Cambridge University Press. The Edinburg Building.
Oxford Modern English Grammar. (2011)
Sufian, A. (2018). Errors in subject-verb agreement: a study based on university students.
Research Gate. BRAC University.