Scrutinizing the Reasons of Formulating Grammatically Incorrect Sentences by EFL Students :Case Study of second year students at Ibn Khaldoun University of Tiaret

Abstract

English grammar poses significant challenges for EFL students due to its complex rules, and exceptions, necessitating focused attention on addressing these difficulties to enhance language learning outcomes. This study scrutinizes the reasons for formulating grammatically incorrect sentences by EFL students, and it aims to highlight the grammatical difficulties faced by second year LMD students when writing in English, identify the reasons behind , and provide recommendations for both teachers and students to overcome the problem of formulating grammatically incorrect sentences. The research sample comprised 70 students , selected randomly from a general population of 340, who were administered a grammar test writing productions and a questionnaire. Additionally, four English teachers from the Department of English at Ibn Khaldoun University in Tiaret were interviewed to gather their insights. A mixed-method approach was adopted, combining quantitative and qualitative methods. The study employed three instruments: a writing composition section, a grammar test section, a student questionnaire, and teacher interviews. The quantitative approach facilitated the quantification of errors and their underlying reasons, while the qualitative method interpreted and explained the data within the theoretical framework. The findings of this study revealed that the reasons behind formulating grammatically incorrect sentences are multifaceted. Factors such as forgetting grammar rules, lack of knowledge, lack of attention, fatigue, and carelessness all contribute to such errors and mistakes. By addressing these factors, individuals can enhance their grammar skills and reduce the likelihood of making mistakes in their writing.