Error Analysis of Surface Strategy Taxonomy: Investigating the Use of the Simple Present in Descriptive Texts

Abstract

Abstract: This study employs an error analysis strategy based on the taxonomy framework proposed by Dulay, Burt, and Krashen (1982) to investigate errors English as a foreign language learners make when using the present simple tense in writing descriptive texts. The research seeks to identify and classify error categories, analyze frequency and distribution, and investigate sources and patterns. The methodology employed a case study approach focused on fourth-year middle school learners in Ain-Azel, Sétif, Algeria. The sample was 38 learners. The taxonomy classified errors into four categories: omission (9.59%), addition (6.75%), misformation (80.14%), and misordering (3.42%). The majority of intralingual and interlingual errors were misformations. Specific patterns emerged, such as the overuse of the third-person singular "-s" ending and confusion between the present simple and present continuous tenses. Numerous suggestions were made to assist instructors and learners in overcoming these challenges. Keywords: error analysis, surface strategy taxonomy, simple present tense, descriptive texts