Study of errors and English language teaching: A systematic review

Abstract

This systematic review paper investigates a study of errors and English language teaching. This paper employed the systematic review approach and focuses on paragraph and essay writing errors in EFL setting. In general, in the history of English language teaching, place of error analysis is always considered as one of the major topics among syllabus designers, language teachers and linguists in order to help English language learners achieve greater fluency in their language. In general, in language classroom, error analysis has been used as a scientific work in order to get information about language learners' errors and resolve their problems in getting knowledge of language. In the history of applied linguistics, there have been two kinds of approaches are related to language errors, namely, contrastive and error approaches. However, research on both of them came back the work of Fries (1945) and Lado (1957) and Corder (1967). Contrastive analysis focuses on pedagogical orientation, input, practice and inductive learning, whereas error analysis focuses on scientific orientation, linguistic and cognitive processes. However, this paper analyzes the previous studies on paragraph and essay writing errors in English language which were published from 2000 to 2017. In addition, of 200 articles were studied in this process, 49 of the articles were relevant.