Error Analysis in Parts of Speech (Specialized in Tense) in Learning English As a Second Language: with Special Interference to Persian Language

This study investigates the influence of Persian language interference on the acquisition and use of English tense structures among Persian-speaking learners of English as a Second Language (ESL). Focusing on intermediate-level participants, the research combines quantitative and qualitative methods to identify recurring error patterns and uncover their linguistic causes. Data collected from fifteen learners through written and oral tasks reveal that the most frequent errors occur in the use of the present perfect and continuous tenses, largely due to the absence of equivalent grammatical forms in Persian. The findings demonstrate a clear relationship between learners’ proficiency levels and error frequency, showing that as proficiency increases, tense accuracy improves while the influence of Persian structural transfer diminishes. Qualitative responses further indicate challenges related to auxiliary verb usage and overreliance on literal translation from Persian. Based on these insights, the study proposes pedagogical interventions emphasizing contrastive analysis, explicit rule instruction, and contextualized practice. These findings contribute to the field of second language acquisition by clarifying the mechanisms through which native-language interference affects English tense mastery and by offering evidence-based strategies to improve grammatical competence among Persian-speaking ESL learners.

کلیدواژه ها:

error ، tense ، language ، analysis ، learner ، aqcuisition