Análisis de Errores en la Generación de Oraciones Compuestas en la Escritura de Estudiantes Universitarios: Error Analysis of Generating Compound Sentences in Undergraduate Students’ Writing

William Andrés Congacha Congacha; Jennifer Lizeth Colta Anrango; Fanny Mercedes Abata Checa

doi:10.29394/Scientific.issn.2542-2987.2024.9.33.1.23-44

Authors

William Andrés Congacha Congacha Technical University of Cotopaxi, UTC https://orcid.org/0009-0007-8834-3807
Jennifer Lizeth Colta Anrango Technical University of Cotopaxi, UTC https://orcid.org/0009-0005-6732-4899
Fanny Mercedes Abata Checa Technical University of Cotopaxi, UTC https://orcid.org/0000-0002-3112-5637

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2024.9.33.1.23-44

Keywords:

error analysis, compound sentences, english writing, linguistic interference, pedagogical strategies

Abstract

This study analyzed errors in generating compound sentences in the writing of 26 university English students. A qualitative-descriptive methodology was employed, collecting data through a writing task where participants had to form five compound sentences based on a provided image. The analysis focused on sentence fragments and run-on sentences, following the steps proposed by Corder (1975). Results revealed that out of 128 written sentences, 60 contained errors. The most frequent error was fused sentences (75%), followed by subject omission (18,33%). Other errors included verb omission, lack of subject and verb, and comma splices. These errors were mainly attributed to mother tongue interference and lack of understanding of English grammatical structures. The study concludes that students have significant difficulties with punctuation and compound sentence structure, suggesting the need for pedagogical strategies focused on improving these areas. The findings can contribute to the development of more effective teaching plans to strengthen grammatical and writing skills in english.

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Author Biographies

William Andrés Congacha Congacha, Technical University of Cotopaxi, UTC

Born in Quito, Ecuador, on July 16, 2001. High school graduate with a Science degree from "Los Andes" Educational Unit; regular student at the Technical University of Cotopaxi (UTC), Pujilí extension; enrolled in the Pedagogy of National and Foreign Languages program since 2020; currently a university student pursuing a Bachelor's degree in Education Sciences with a major in English.

Jennifer Lizeth Colta Anrango, Technical University of Cotopaxi, UTC

Born in the city of Otavalo, Ecuador, on July 22, 2001. I obtained a high school diploma specializing in Consumer Electronics. I have been a regular student at the Technical University of Cotopaxi (UTC), Pujilí extension, since 2020. Currently, I am a university student in the Pedagogy of National and Foreign Languages program, with a Bachelor's degree in Education Sciences, majoring in English.

Fanny Mercedes Abata Checa, Technical University of Cotopaxi, UTC

Born on April 22 in the city of Latacunga, Ecuador. I work at the Technical University of Cotopaxi (UTC). I hold a Master's degree in Applied Linguistics for Teaching English as a Foreign Language from the Technical University of Cotopaxi (UTC); a Master's degree in Education Sciences with a focus on Educational Management and Social Development from the Technical University of Ambato (UTA); a Higher Diploma in Teaching English as a Second Language from the Army Polytechnic School (ESPE), Latacunga campus; and a Bachelor's degree in Education Sciences majoring in English from the Technical University of Ambato (UTA). I have participated in projects such as: Validation of a dual method, integrating process-based and product-based writing approaches in the development of English writing skills (2017-2019); Design and analysis of contextual Media convergence curricular models adapted to educational subjects; and Diagnosis of curricular models for English language learning in educational units (2021-2023).

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Error Analysis of Generating Compound Sentences in Undergraduate Students’ Writing