Classification of Spoken Errors Regarding the Communicative Competencies

Abstract

Errors are inevitable in the foreign language learning process. They are indications to educators of the unlearnt knowledge and problematic areas of the learners. For this reason, it is important to investigate and classify the most frequent errors produced by non-native speakers of English. The present research investigated the spoken errors of university level learners. A classifi cation of spoken errors using the Common European Framework for Language's (CEFL) (2001) on the communicative language competences was developed to shed light into the diffi culties which learners experience in their learning progress. Data were collected from 40 EFL learners through in class observations and recordings. The results of revealed that the most prevalent errors were produced in the main category of linguistic competences. Within the linguistic competence the most prevalent errors were produced in the sub category of lexical competence followed by grammatical competence, functional competence, phonological competence, sociolinguistic competence, pragmatic competence and lastly semantic competence. The fi ndings have implications for educators to understand the problems which learners encounter and set more realistic expectations for themselves and their learners.

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