An analysis of L1 interference in the writing composition of Cambodian EFL learners

Abstract

Writing in L2 (second language) has always been challenging for second language learners. One of the main causes of the difficulties for them is the interference of their native language structures into their L2 writing compositions. However, no previous studies were systematically conducted to investigate causes of errors among Cambodian EFL learners when they composed texts. The current study was conducted for the purpose of investigating the types of transfer errors committed in essay writing among Cambodian learners at a tertiary level. A total number of fifty essays composed by Cambodian learners who are studying at a university in Thailand were collected and analyzed. Employing Lott's (1983) framework of analysis and content analysis of interview revealed that 24 % of committed errors were L1 transferred errors. The findings show that the three most frequently produced errors were plural nouns, followed by comma, word choice, and literal translation, respectively. The results contribute to the reduction of errors by providing suggestions and ideas for the language instructors in the instruction of English writing.