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Mostofi shalmani B, Pourkalhor O, Safdari S. (2025). Tracing Grammatical Errors: A Descriptive Analysis of Interlingual and Intralingual Interference in Iranian EFL Learners. IJER. 4(3),
URL: http://ijer.hormozgan.ac.ir/article-1-453-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-453-en.html
1- Department of English, Am.C., Islamic Azad University, Amol, Iran
2- Department of English, Cha.C., Islamic Azad University, Chalous, Iran ,pourkalhor@iau.ac.ir
3- Department of English, Cha.C., Islamic Azad University, Chalous, Iran
2- Department of English, Cha.C., Islamic Azad University, Chalous, Iran ,
3- Department of English, Cha.C., Islamic Azad University, Chalous, Iran
Abstract: (311 Views)
Objective: This descriptive study analyzes the grammatical errors made by 60 Iranian intermediate EFL learners through a multiple-choice grammaticality judgment test, with a focus on interlingual (L1-influenced) and intralingual (L2-systemic) interference patterns. Drawing on Richards’ (1974) error classification, the research analyzes learner responses to Grammaticality Judgment Tests and identifies recurring patterns such as article omission, verb mis formation, and word order issues. The study categorizes errors based on their linguistic origin and examines how these patterns reflect underlying cognitive and structural challenges. By highlighting the nature and frequency of specific error types, interlingual and intralingual patterns, the findings offer pedagogical insights into the role of error analysis and targeted grammar instruction in second language learning without engaging in instructional intervention.
Methods: The research adopted a descriptive design. A total of 60 Iranian intermediate EFL learners participated in the study. Data were collected through a multiple-choice Grammaticality Judgment Test. Error types were classified based on Richards’ (1974) framework for error analysis.
Results: Analysis revealed recurring error patterns, including article omission, verb mis formation, and word order problems. Errors were categorized according to their linguistic origin, showing both interlingual and intralingual influences. These findings highlight the prevalence of structural and cognitive challenges in learners’ grammatical performance.
Conclusions: The study underscores the significance of error analysis in identifying learners’ difficulties and provides pedagogical insights for targeted grammar instruction. Understanding the frequency and nature of interlingual and intralingual errors can inform teaching strategies and enhance second language acquisition without requiring instructional intervention.
Methods: The research adopted a descriptive design. A total of 60 Iranian intermediate EFL learners participated in the study. Data were collected through a multiple-choice Grammaticality Judgment Test. Error types were classified based on Richards’ (1974) framework for error analysis.
Results: Analysis revealed recurring error patterns, including article omission, verb mis formation, and word order problems. Errors were categorized according to their linguistic origin, showing both interlingual and intralingual influences. These findings highlight the prevalence of structural and cognitive challenges in learners’ grammatical performance.
Conclusions: The study underscores the significance of error analysis in identifying learners’ difficulties and provides pedagogical insights for targeted grammar instruction. Understanding the frequency and nature of interlingual and intralingual errors can inform teaching strategies and enhance second language acquisition without requiring instructional intervention.
Keywords: Interlingual Interference, Intralingual Interference, Grammatical Errors, Grammaticality Judgment Test, EFL Learners, Error Analysis, Iranian Context
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/05/27 | Accepted: 2025/07/11 | Published: 2025/09/1
Received: 2025/05/27 | Accepted: 2025/07/11 | Published: 2025/09/1
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