Title Page
Contents
LIST OF ABBREVIATION 15
CHAPTER Ⅰ. INTRODUCTION 16
1.1. Research Background and Purpose 17
1.2. Research Questions 23
1.3. Objective and Significance of the Study 27
1.4. Organization of the Research 31
CHAPTER Ⅱ. LITERATURE REVIEW 34
2.1. Error Analysis 34
2.1.1. Definition of Error and error analysis 34
2.1.2. Categorization of Error Types 41
2.1.3. Errors and Second Language Learning 45
2.1.4. Error Analysis and L2 Writing 46
2.1.5. Contrastive Analysis and Error Analysis 49
2.2. Interlanguage 53
2.2.1. Interlanguage Hypothesis 54
2.2.2. Interlingual Transfer 57
2.2.3. Intralingual Transfer 59
2.3. Previous Studies on Error Analysis from the Perspective of Interlanguage 62
2.4. The Development of Learner Language and Error Analysis Research 65
2.5. Error Analysis and Corpus Linguistics 66
2.5.1. Learner Corpora 66
2.5.2. Strengths of the computer-aided error analysis of learner corpora 68
CHAPTER Ⅲ. METHODOLOGY 70
3.1. Research Design 71
3.2. Participants 73
3.3. Instruments 77
3.3.1. Writing Proficiency Test 79
3.3.2. Error Analysis Categorization 80
3.3.3. Questionnaire 80
3.3.4. Semi-structured Interview 83
3.4. The pilot study 85
3.4.1. Data Collection Procedures 85
3.4.2. Data analysis 87
3.4.3. Piloting the Questionnaire 91
3.4.4. Piloting the Category of Error Types 96
3.5. The Main Study 99
3.5.1. The Sampling Method and Description of the Samples 99
3.5.2. Data Collection Procedures 100
3.6. Data Analysis 110
3.6.1. Scoring the Writing Proficiency Test 110
3.6.2. Calculating Frequencies of Writing Errors 110
3.6.3. Implementing the Questionnaire 111
3.6.4. Transcribing and Analyzing Interviews 112
CHAPTER Ⅳ. RESULTS AND DATA ANALYSIS 114
4.1. Descriptive Statistics in Chinese L2 Students' Writing Error Patterns 114
4.1.1. Frequencies and Percentages of Writing Errors 118
4.1.2. The Relationship between Students' Writing Errors and Their Writing Proficiency 137
4.2. Linguistic Factors Causing Writing Errors 142
4.2.1. The Frequencies of Interlingual and Intralingual Transfer 142
4.2.2. Correlation of Writing Errors with Interlingual and Intralingual Reasons 151
4.2.3. Errors Caused by Interlingual Transfer 152
4.2.4. Errors Caused by Intralingual Transfer 153
4.3. Questionnaire Statistics 158
4.3.1. Factor Analysis 158
4.3.2. The Three Topic Factors 160
4.3.3. Students' writing errors and writing attitudes, writing difficulties, and corrective feedback 167
4.3.4. Predicative effects on WA, WD, and CF 168
4.4. Semi-structured Interview 173
4.4.1. Students' Perspective on Their Writing Errors 173
4.4.2. Teachers' Perspective on Students' Writing Errors 177
4.5. Writing Instructions in the Non-English Major Class 180
CHAPTER Ⅴ. DISCUSSION 183
5.1. Frequencies and patterns of writing errors 183
5.2. Relationship between Writing Errors and Writing Proficiency 188
5.3. Linguistic Causes in Writing Errors 190
5.4. Non-linguistic Causes of Writing Errors 191
5.5. Other Particular VariablesAffecting Writing Proficiency 194
CHAPTER Ⅵ. CONCLUSIONS 199
6.1. Summary of Findings 199
6.2. Research Implications 202
6.2.1. For Teaching L2 Writing 202
6.2.2. For L2 learners 205
6.2.3. For School Administrators 206
6.3. Limitations 207
6.4. Future Studies 209
References 211
Abstract 227
국문초록 230
Appendices 233
Appendix 1. The Writing Proficiency Test 233
Appendix 2. Scoring Scheme for the Writing Proficiency Test 234
Appendix 3. List of Codes Used to Analyse the Errors in English Writing 237
Appendix 4. Items in Questionnaire (English Version) 239
Appendix 5. Items in Piloting Questionnaire (Chinese Version) 243
Appendix 6. Items in Semi-structured Interview (English Version) 246
Appendix 7. Items in Semi-structured Interview (Chinese Version) 247
Appendix 8. An Example of Transcription in an Interview (English Version) 248
Appendix 9. An Example of Transcription in an Interview (Chinese Version) 249
Appendix 10. Questionnaire Consent Form 250
Appendix 11. Interview Consent Form 251
Appendix 12. The Cutting Point of Three Different Proficiency Groups 252
Appendix 13. The Questionnaire in the Main Study 254
Appendix 14. Items in Questionnaire of the Main Study (Chinese Version) 257
Table 1. Examples in Interlingual and Intralingual transfer 61
Table 2. An Overview of the Research Design 76
Table 3. An Overview of Participants Information 78
Table 4. Inter-rater Reliability of the Three Raters 86
Table 5. Interpretation of Cohen's Kappa 87
Table 6. Grammatical Errors that Chinese Students are Faced with 88
Table 7. Substance errors that Chinese students are Faced with 89
Table 8. Lexical Errors that Chinese Students are Faced with 89
Table 9. Syntactic Errors that Chinese students are Faced with 89
Table 10. Semantic Errors that Chinese Students are Faced with 90
Table 11. Background Information of Questionnaire Participants: High proficiency group (N=38), Fair proficiency group (N=65), and Poor... 92
Table 12. KMO and Bartlett's Test 94
Table 13. Results of Factor Analysis of Piloting Questionnaire 94
Table 14. Inter-rater Reliability for the Errors Identified by All Three Coders 97
Table 15. Steps to Analyze Writing Errors 103
Table 16. Background Information of Questionnaire Participants in the main study: High proficiency group (N=79), Fair proficiency group... 104
Table 17. Interview Schedule for Students 106
Table 18. Interview Schedule for Teachers 109
Table 19. The differences among different proficiency groups in different type of errors 120
Table 20. Frequency and Percentage of Errors 121
Table 21. Correlation of final exam score and composition score 138
Table 22. Correlation of Error Numbers and Composition Score 139
Table 23. Correlation of Error Types and Composition Scores 140
Table 24. Pearson Correlation of Five Error Types 141
Table 25. The Frequency of Interlingual and Intralingual Transfer Made by High, Fair, and Low Proficiency Level Students 142
Table 26. The Comparison of Interlingual Transfer and Intralingual Transfer Made by High, Fair, and Low Proficiency Levels 144
Table 27. Examples of Interlingual and Intralingual Transfer 148
Table 28. Errors in Three Groups Caused by Interference of L1 149
Table 29. Compared Differences in Writing Errors Caused by Interlingual and Intralingual Transfer. 152
Table 30. Errors Caused by L1 Interference 153
Table 31. Errors Caused by Overgeneralization, Incomplete Application of Rules, Ignorance Rule of Restrictions and False Concept Hypothesis. 154
Table 32. KMO and Bartlett's Test 160
Table 33. Results of Factor Analysis, Descriptive Statistics, and Cronbach's Alpha in the Questionnaire 161
Table 34. Final Coding Scheme 165
Table 35. Pearson Correlation between Writing Variables 166
Table 36. Results of ANOVA of Three Different Groups with WA, WD, and CF 168
Table 37. Descriptive and Correlation Coefficients of Variables (n=292) 169
Table 38. Results of ANOVA of Different Writing Proficiency with WA, WD, and CF 171
Table 39. Multiple Regression Results of Writing Attitudes, Writing Difficulty, and Corrective Feedback on Writing Errors 172
Figure 1. The Notion of the IL. In this diagram, Language A represents the learner's L1. 56
Figure 2. The Notion of Dialect Relation 56
Figure 3. The IL Continuum 57
Figure 4. The Mixed Research Methods in This Study 77
Figure 5. Theoretical Framework of EA Cited from Ellis (1994) 82
Figure 6. The Procedure of Conducting the Interview 83
Figure 7. The Frequencies of the Linguistic Errors Made from 2013 to 2020 115
Figure 8. The Changes of Total Error Numbers of Each Year in Terms of Proficiency Levels. 117
Figure 9. The changes in errors in terms of each category from the year 2013 to 2020 117
Figure 10. The types and frequencies of linguistic errors 118
Figure 11. Frequencies of each type of error 119