An analysis of the learner›s transfer errors (based on the teacher›s own teaching experience, i.e., transfer in written expression)‎ : a case-study of first year LMD, university of Mascara, Algeria

Abstract EN

The acquisition of English as a second foreign language among Algerian students has always been the subject matter of teachers and specialists.

No one denies that English is preferred to French by a great proportion; though this latter has been a part of the Algerian child from the primary school right up to university.

However, during the process of second foreign language acquisition, the case of the English language here, errors are bound to be made and these are witnessed in performance activities like writing and speaking.

This paper focuses on the errors common in the Algerian University students’ written texts during their first year first semester session.

Our concern here, is about the students at the University of Mascara.

The investigation was done through the use of observations and questionnaires administered to students.

It was observed that some errors can be accounted for by the Contrastive Analysis Hypothesis which states that errors are a result of mother tongue interference while others can be accounted for by Error Analysis Hypothesis which assumes that errors occur due to gaps in knowledge of second language rules.

It was observed through the investigation that students display quite a number of errors that include; omission, misinformation and misordering among others.

Finally, some tips to assist learners in reducing errors through the provision of effective error correction in oral and written form will be suggested for the acquisition process to be effective at university.