An Investigation into Written Interlanguage of Iranian EFL Students

The goal of this study was to investigate, classify, and analyze the different types of writing errors committed by a select sample of Iranian EFL university students. Furthermore, the study strived to discover whether or not the students and their instructors were aware of the mistakes that were made when the students were asked to write in two specific modes; argumentative and creative. The subjects participating in this study were ۲۵ Iranian EFL students who were all at the high-intermediate level in Islamic Azad University of Tonekabon. The data for this research was provided from a number of different sources. Such sources included the compositions written by the students, the results of interviews and consultations conducted with the subjects, and questionnaires that were provided to them to fill out. The findings of this study indicated that there was no fundamental significant difference between argumentative and creative essays as far the types of errors or the frequency of errors was considered, since the same types of errors occurred in both genres of writing. The results of the study have major implications for language teachers and learners as well as material developers.

کلیدواژه ها:

Error analysis ، Errors ، Second Language Learning ، Writing ability