Yaseen, Yaseen Ramadhan <br/><br/>
Problems encountered in forming sentences in english by the Kurdish learners of english 
Yaseen Ramadhan Yaseen; Supervisor: Mehmet Ali Yavuz 
 - Nicosia  Cyprus International University  2015 
 - XI, 77 p.  color table, color chart, color figure  30.5 cm  CD 
<br/><br/>Includes CD 
<br/><br/>Includes references (66-72 p.) 
<br/><br/> 'ABSTRACT  Error analysis is one of the major trends in the history of second language learning/teaching as no learning is by any means meant to occur without unwanted outgrowths, which need academic investigation into, further, improving languagelearning process itself. Moreover, an analysis of errors provides credibly substantial facts upon which researchers, teachers and educational bodies depend to find out the weaknesses and defects in both language learning procedure and learners. The present study, which is based on the elicited procedure of error analysis, aimed to find out the problems and errors encountered by the Kurdish speakers of English when forming sentences in English. The range of the covered errors is limited to Syntactico- morphological errors by means of a self-designed instrument. The study sampled the 2nd, 3rd, and 4th year male and female students from the College of Humanity at Zakho University and College of Humanity at Duhok University majoring in English language in Kurdistan. 100 students (49 female and 51 male) students participated in this study. A quantitative research method was adopted to collect data. The participants were given an elicited procedure data collection instrument, which is prepared by the researcher, based on translation of Kurdish sentences into English. The data were gathered and analysed by the researcher himself by means of calculating the percentage of the types of errors. The data provided some interesting findings by the percentage of occurrence of the types of errors, such as, Syntacticomorphological errors scored the highest number of errors as students made Misformation, addition, wrong use of preposition, omission of verbs and the third person singular \"S\", and subject-verb agreement errors. The second highest number of errors was made with tenses (verb from errors). Students made errors in using one tense instead of another. Errors with articles were the third highest most frequent errors. Students made errors in omitting, adding or misusing the articles. The fourth most frequent error type was the errors in the order of language units. Students made errors in the order of words. Finally, the study also revealed that there was no statistically significant difference in making tense errors with respect to the gender of the students. ' 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Error analysis<br/>Hata analizi<br/>Second language learning<br/>İkinci dil öğrenimi