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Abstract

ESL teachers are confronted on large number of cognitive errors in their learners’ language enhancing process. Teachers usually feel helpless in understanding and remedying this problem due to absent studies outputs in the realm of error analysis among ESL learners. Within this context, the researchers were stimulated to study the particular problem as an English lectures and educational researcher working on English language teaching domain. A descriptive case study was conducted into the error analysis phenomenon as a natural starting-point, the final analysis should include linguistic performance. The aim was to throw light on the theory of error analysis, reach a detailed description of the problem to be aware that matters such as the learner, language and production may influence the obtained sample. Results prove that there is a link between the designing of teaching materials and error analysis. Factors such as staging, grading and sequencing relatively depend on error analysis. Moreover, there is a large amount of evidence that errors have a positive value from a diagnostic point of view; therefore, errors are sometimes of greater importance than the correct forms used accidentally.

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