Investigating Inflectional Morpheme Errors in ESL Learners’ Writing
DOI:
https://doi.org/10.17507/tpls.1505.04Keywords:
second language, error analysis, inflectional morphemes, ESL learners, verb morphologyAbstract
Understanding common errors in English language acquisition is crucial for enhancing ESL (English as a Second Language) instruction, particularly in mastering inflectional morphemes that are vital for grammatical accuracy. This study addresses the persistent challenges ESL learners face in mastering inflectional affixes, focusing on errors in nouns, adjectives, and verbs. It investigates the types and frequencies of inflectional morpheme errors among Grade Eleven students at San Jose National High School, aiming to identify the most problematic morphemes and provide insights into patterns of difficulty. A total of 261 student essays, written over three three-hour sessions, were analyzed using both quantitative and qualitative methods. Errors were identified through Grammarly and categorized using Dulay et al.'s (1982) Surface Structure Taxonomy. Results indicate that verb inflections, particularly past tense and 3rd person singular present agreement morphemes, are the most challenging for learners, with noun and adjective errors being less frequent. Notably, the study highlights the 3rd person singular present agreement as a significant area of difficulty. These findings suggest the need for targeted instruction focused on verb inflections in practical writing contexts. By implementing error-focused teaching strategies, educators can address specific challenges, fostering improved grammatical accuracy and supporting better language acquisition outcomes.
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