ABSTRACT
Error analysis is one of the most influential theories of second language learning. It is concerned with the analysis of the errors committed by L2 learner by comparing the learners’ acquired norms with the target language norms and explaining the identified errors.
The objective of this study is to identify the nature of tense errors being committed by the students and to find out some sources of error and subsequently try finding ways to solve the errors. The study collected samples of students essays, analysed them according to S.P Corder’s three stages of error analysis which are identification, description and explanation. The major findings of the study are that may students committed error due to omission, addition, misinformation and misordering. Some factors have been identified to contribute to the problem such as: influence of mother tongue, lack of knowledge and complex nature of English tenses.
We therefore conclude that giving ample exercises and practices to students, giving some teaching technique to the teachers to be implemented in class are all effort meant for remedies to solve the problems in writing English essays with respect to the use of correct simple present tense and simple part tense.1
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