Toward a Multi-levelled Approach in Error Analysis in Algerian EFL Writing Productions: The Case of Third Year Secondary School Learners, Djoudi Belkacem Secondary School, Laghouat

Abstract

This dissertation brings forward the importance of error analysis to language teaching. It seeks how to apply it in the writing productions of Algerian EFL learners in secondary schools. This research, thus, explains the significance of writing skill in secondary school and its role as a mean of evaluation more than other skills such as speaking, reading and listening; moreover, it illustrates the different theories of error analysis and provides concise manifestations of the most recurrent types of errors. It uses a qualitative research method in the format of a teacher’s questionnaire to understand their familiarity with EA and how they deal with errors. Furthermore, a quantitative research method is used in the form of writing tests for students. The results provide a number of errors which call attention to a systematic treatment of errors. Moreover, tests’ results revealed that error analysis, if used appropriately in the classroom setting, helps EFL learners to write better and avoid errors. Furthermore, the learners become more confident to write again. Above all, it suggests and recommends certain measures, techniques and procedures to be done to enhance writing productions