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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 4, NO 11
An Error Analysis of L2 Writing at Higher Secondary Level in Multan,

Pakistan
Zahoor Hussain
Lecturer in English, Department of English
BZU Bahadur Campus, Layyah
Muhammed Hanif
Visiting Lecturer, Department of English
Prof. Dr. Saiqa Imtiaz Asif
Chairperson, Department of English
BZU Multan
Abaid Ur Rehman
Lecturer in Psychology, Department of Psychology
Abstract
Error analysis is an important field of research in countries like Pakistan. The purpose of this
research paper was to find out and describe the errors, causes of errors and their sources. The
current study is descriptive in mode and nature. The researchers has found that the learners at
intermediate level in Pakistan commit errors of each and every type due to L1 interference, faulty
teaching methods and testing systems. This paper suggests and recommends changes in the
current teaching, testing, and methods. Finally there are also suggestions for curriculum
development.
Keywords: Error Analysis ; L2 Writing ; Higher Secondary Level ; Multan; Pakistan
Introduction
All learners make mistakes irrespective of the language they are learning. But the nature of errors
in L1 is quite different from that in L2.Furthermore, the nature of error changes as the learners
move from one stage to another in his/her life. Linguists and language teachers have tried to look
into the causes of this phenomenon. The students in Pakistan study in Urdu or English medium
institutions. In the Urdu medium institution, except for an additional subject of English, all other
subjects are taught in Urdu, whereas in English medium schools all subjects are taught in English
yet both category of students make mistakes in their use of English, particularly in writing
English for various kinds of academic activities. The aim of this study is to find out the reasons
for this problem in respect of students learning English at higher secondary level in the colleges
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of Multan region. The teachers of college level in Pakistan are not trained enough to research this
problem scientifically. Linguistics is becoming popular in recent times in Pakistan. Therefore,
there is hardly any work of significance to report in the context of Pakistan, although a lot of
work has been done in other countries. Thus the current study is the first of its kind being
conducted at intermediate level in this region.
According to Corder (1973) an error is a breach of the code. In applied linguistics the term error
is taken to mean some idiosyncratic or non-native like piece of language reduced regularly and
systematically by a foreign language learner. Errors are also ill-formed in terms of target
language rules or overtly idiosyncratic .When the sentences are superficially well formed but
when taking the context they are covertly idiosyncratic. In daily or routine speech, learners make
or commit errors of one sort or the other. The learners may commit errors due to memory lapses;
physical states such as tiredness and psychological such as strong emotions. Such errors of
performance will characteristically unsystematic .The errors of competence will be called
systematic errors. Errors of the natives speakers are different from that of the non-native
speakers.
Slip of the tongue and pen are termed as lapses are errors of performance. Such incidents in
spoken or written medium happen when the learners are tired, stressed or at least absorbed in
some non-linguistic activity. Slips of tongue and pen and false starts by the natives speakers are
recognized as lapses. On the other hand, all sorts of trace which the native speakers correct
themselves are called mistakes. Goofs are errors of those L2 learners who acquire another
language just after having acquired the basis of the language. They acquire two languages
simultaneously. On the other hand, the errors made in the use of code are called gaffes.
The learner who hear TL or English just in the classroom setting are aptly termed as foreign
language learners. Their errors are due to inappropriate, illogical grading of material and non-
proficient teachers. Norrish (1983) says:
Some text books introduce the present continuous tense at an early stage. This
tends to happen because it seems to be the easiest tense to demonstrate to the classroom.
And the learners learn L2 where the language is in regular use outside the classroom. Here the
learners are supposed to be provided with standard varieties of L2 or English. But the varieties
hears outside the classroom are sometimes different from the standard varieties used inside the

classroom. The learners of Ghana where at least 50 languages other than English are found,
speak English with deviant pronunciations and sentence structures. This type of errors is entitled
to second language errors.
Errors found in the active or expressive of language i.e. speaking and writing skills are
called expressive errors. On the other hand, errors traced in the passive of language i.e. reading
comprehension and listening skills are called receptive errors. The examples of receptive errors
can be traced among the beginners who face difficulty in interpreting the linguistic features of an
utterance. E.g. what is your name Replied, I am twelve.
This sentence shows the beginner learner is acquainted with the form of a question; the syntactic
and phonological signals of interrogation and nothing else. There are errors which usually
become the phenomenon of a large group i.e. such errors can be traced more frequently among
large groups of learners. For example, in case of Pakistani learners English as a Foreign
Language commit the following error Iamagree on a large scale. Such types of errors are
termed as errors of groups. On the other hand, some errors are committed only by a few
individuals. These errors do not exist on a large scale and vary from learner to learner. They are
called errors of individuals. Burt (1972) has digested a distinction which relates to
comprehensibility. They have suggested two types of errors global and local. For example,
the sentence the soldiers had been shooting when they are blind folded contains examples of
both kinds of errors, the global or the major error i.e. the one most likely to lead to
misunderstanding of the sentence, is the substitution of shooting for shit. This type of error
can aptly be termed as a global error because it affects the entire sentence. And if we further
analyze this sentence, the awkward present tense in the sub-ordinate clause when they are blind
folded constitutes a local error because it does not interfere with the speakers implied message.
According to Norrish (1983):
A global error is the type which affects the interpretation of the whole sentences
and the local error merely a part of it, a clause or a phrase.
There are two types of errors produce by materials:
(a)The False Concepts
(b) Ignorance of the Rules Restriction.

A. False Concepts
The use of present continuous tense is very common among Pakistani learners. It is
commonly used on English teaching material in Pakistan. In lessons, there are series of pictures
illustrating a sequence of action. A more appropriate context would be radio commentary of any
match or a deductive reporting over the phases of the actions of a suspect.
B. The Ignorance of Rules Restriction
It is tough to locate the errors due to ignorance of the rules restrictions. These
errors often involve the false analogies, a very similar activity to learners do when experimenting
with their own languages. For example, when a learner has learned a noun-phrase, discussion +
about with the verb phrase, we discussed the oil crises instead of we discussed the oil crises.
Similarly we have some other examples where certain verbs can go well and other not.
Tell him to write a letter
Ask him to write a letter
And
Make him to write a letter,
The last sentence has different meaning and cannot be used alike the other above
mentioned first two sentences.
The learners who had limited exposure to second language tend to form hypothetical
rules about that language on insufficient evidence. Learners produce new utterance and
sentences, with limited experience of TL, they made errors.
A doctor is available for emergent visit.
The learner is aware with both the adjectival form; emergent and the nominal form
emergency. But the learners limited English did not reach to noun-plus-noun compound.
Slinkier (1972) calls this L2 communication strategy.
Writing skill is highly complex and comparatively tough as compared to other three skills of
language learning i.e. listening, reading and speaking.it requires much concentration, conscious
effort and practice in composing, developing and finalizing. It also needs many stages and steps
of intensive revision to have final draft in hand. In speaking skill, words are vanished quickly but
in writing skill words leave permanent marks on paper. Writing skill is a spiral process and not l
linear one.

Writing is the visual medium through which graphical and grammatical system of a
language is manifested. The ability to write is not a naturally acquired skill. It is usually learned
or culturally transmitted as a set of practices in formal instructional setting. In fact, writing is an
outward expression of what is going in the writers mind. Writing is communicative and it
involves an encoder and a decoder. The decoder interprets the knowledge or the message in
terms of shared knowledge and context. Freed Pringle and Yalder (1984:09) make the writing
process clear in the following diagram.
The nature of L1 writing is quite different from L2 writing. In L1 writing, the learners can
perform with least hesitation and with a few possibilities of errors and mistakes but inL2 writing
it is difficult. L2 learners of English as a foreign language are reluctant to write. In fact, the
learners of English as a foreign language are faced with many social challenges while writing.
Second language proficiency in L2 writing is usually defined as control over the
mechanical elements and grammatical aspects of the target language. There are many other
things and differences between L1 writing and L2 writing, ranging from mechanical knowledge
of writing to sociolinguistic knowledge of writing. Therefore, L2 writing researchers and
teachers should take into account both strategy developments as well as language skill
development. Silva (1993) in a review of differences between first and second language writing
writes:
Second and foreign language writing tend to be more constrained, more difficult and less
effective than writing in a first language.
Methodology
The present study is descriptive in mode and nature. The researcher main focus is to find out and
describe the errors, the causes of errors and their sources. The target population comprised
students studying at intermediate level in the government and private colleges in the region of
Multan. All the participants had previously received a formal English Education at schools for
about six to ten years. The students of arts and science both medical and non-medical,
commerce, computer and technology were contacted. The colleges included were:
1. Govt. College for Women, Multan
2. Govt. College Boson Road, Multan
3. Leadership College, Multan

4. Govt. College of Science, Multan

5. N.F.C (IET), Multan
In order to assess and analyze the students errors in L2 writing, test was set by the researcher.
Test is arguably considered to be the most reliable tool for data collection. Heaton (1979) says
about the importance of good test:
A good classroom test will also help to locate precise areas of difficulty encountered by the
class or by the individuals students. Just as it is necessary for the doctor first to diagnose his
patients illness, so it is equally necessary for the teacher to diagnose his students weakness and
difficulties unless the teacher is able to identify and analyze the errors a student makes in
handling the target language.
Since it was not feasible to approach the whole population, nearly 200 students were contacted.
Out of 200 selected students 167 students gave a positive response i.e. they wrote at least 20 to
50 lines on the given topic. The rest of students gave the answer sheets back without writing a
single line. The researcher himself conducted the tests. All the students were given equal time of
40 minutes to write on the given topic. The test in all the above mentioned colleges was
conducted in a congenial atmosphere.
The next important phase in collecting the data from the participants was the sampling of data.
An equal number of students were given tests in each college. The process of sampling for
detailed analysis was done randomly. In this random selection, every member of the population
had an equal chance for selection. From 167 tests only 30 tests were selected for in-depth
analysis.
After getting the required data and completing the process of sampling, it was analyzed and
calculated in terms of percentage. The analysis of data went through the stages of collection of
data, marking and labeling of errors according to standard norms of usage, classification of error
categories, determination of the frequency of errors and finally the description of errors with
reasons behind them.

Table No.1
All Over Analysis
Sr. Error Analysis Analysis Analysis Analysis Analysis Analysis Analysis

No Category No. No. No. No. No. No. No.
101 102 103 104 105 106 107
1 Punctuation 5 5 2 5 2 2 3
2 Capitalization 12 - 1 6 9 1 -
3 Spelling 4 3 3 1 19 4 2
4 Verb 4 2 1 15 9 2 6
5 Word Choice 1 5 1 5 3 1 -
6 Preposition 1 3 2 - - - 1
7 Subject - - - 1 - - -
Omission
8 Nouns - - - 3 - - -
9 Pronouns - 2 2 1 - - 1
10 Conjunction - - - - - - -
11 Syntax 2 2 7 9 7 4 2
12 Adjective - - - - - - 1
13 Adverb - 1 3 1 - 2 -
14 Article 1 - 3 - 1 - 1
15 Passive Case - - - - 2 1 -
16 Redundancy - - - - - - 1
17 Translation - - - - - - -
18 Lapse - - - - 1 - -
19 Negation - - - 1 2 2 -
Total Errors 30 23 25 48 55 19 18

Sr. Error Category Analysis Analysis Analysis Analysis Analysis Analysis Analysis Analysis Analysis
No No. No. No. No. No. No. No. No. No.
108 109 110 111 112 113 114 115 116
1 Punctuation 6 - 4 6 5 4 5 3 1
2 Capitalization 1 - 2 4 - 3 2 - -
3 Spelling - - 5 4 - 5 1 7 -
4 Verb 3 5 6 26 4 6 7 2 2
5 Word Choice 2 - 1 4 1 - - 2 -
6 Preposition 2 2 1 5 1 - 2 2 -
7 Subject - - - - - - - - -
Omission
8 Nouns 1 - - - 1 1 - - -
9 Pronouns - 1 1 1 3 1 - - -
10 Conjunction - 1 - 1 - 1 1 - -
11 Syntax 1 - 6 1 1 3 2 4 1
12 Adjective 1 - - 2 - - - - -
13 Adverb 2 - 2 - - - - 4 -
14 Article 1 2 2 2 2 - 1 8 -
15 Passive - - - - 1 - - - -
Case
16 Redundancy - - - - - - - - 1
17 Translation -- - -- - - - - - -
18 Lapse - - - - - - - - -
19 Negation - - - - - - - - -
Total 20 11 30 56 19 23 21 32 5
Errors

Sr. Error Category Analysi Analysi Analysis Analysi Analysis Analysi Analysis
No s No. s No. No. s No. No. s No. No.
117 118 119 120 121 122 123
1 Punctuation - 1 1 - - - 1
2 Capitalization 2 2 4 - 3 2 -
3 Spelling 3 4 2 - 1 1 -
4 Verb 7 4 3 1 4 9 7
5 Word Choice 1 - 1 - 5 1 -
6 Preposition 3 1 1 - 2 1 -
7 Subject Omission - - - - - - -
8 Nouns 3 - 1 - 5 - -
9 Pronouns - - 2 - - 2 -
10 Conjunction - - - - - - -
11 Syntax - 5 4 - - - 1
12 Adjective - - - - - 1 -
13 Adverb - - 3 - - - -
14 Article - - - 1 2 - -
15 Passive Case - - - - - - -
16 Redundancy - - - - - - -
17 Translation 1 1 - - - 1 --
18 Lapse - - 1 - 1 - -
19 Negation - - - - - - -
Total Errors 20 18 23 2 23 18 9

Sr. Error Analysi Analysi Analysis Analysis Analysis Analysis Analysis No.
No Category s No. s No. No. No. No. No.
124 125 126 127 128 129 130
1 Punctuation - - - 4 1 3 3
2 Capitalizati - 5 - 4 2 3 3
on
3 Spelling 2 1 - 5 2 6 1
4 Verb 8 4 1 3 6 6 4
5 Word - - 1 1 - - 4
Choice
6 Preposition - - 3 2 - - 2
7 Subject - - - - - - -
Omission
8 Nouns - 1 2 1 - 2 -
9 Pronouns - - - 2 - - 4
10 Conjunction - - - 1 - - -
11 Syntax 3 - - 4 3 3 -
12 Adjective - 1 - 1 - - -
13 Adverb 1 - - 2 - 1 -
14 Article 3 - 1 3 - 2 2
15 Passive - - - - - 1 -
Case
16 Redundancy - - - - - - -
17 Translation 1 - - - - - -
18 Lapse - - - - 2 - -
19 Negation - - - - - - -
Total 18 12 8 33 16 27 23
Errors
The researcher found 685 errors within average error rate 13.6 among the sample. The total
errors of punctuation were 72 with an error rate of 1.37% .For instance, therefore (,) Pakistan
(111 Analysis).
Errors of capitalization were also found frequently. The first letters of proper nouns were written
in small as shown in the following analyses: (i)ndia, (s)hoib, (m)illak,(105 Analysis) multan
(101, 119 Analysis), (P)akistan (102, Analysis), (i)- (101 Analysis), etc.
Total errors of capitalization were 71, with an error rate of 1.35%. The analysis show that the
number of errors out of 685 was with an error rate of 1.64%. The highest error rate in the study is
related to error of verbs. There were 164 errors with an error rate of 3.18%. This was the (5th)
highest category of errors as found in this study. There were 40 errors with a rate of 0.76%.
Correct word choice in L2 writing suggests a better use of the target language. The errors of

preposition in this study figured very high with an error of 0.70%. The errors involved omitting
prepositions, or adding unnecessary preposition. Following are the examples:
1- But (in) the other hard (103 Analysis)
2- Pray (through) (103 Analysis)
3- Capacity (to) sitting (127 Analysis)
4- At 16th Feb. (102 Analysis)
There was just one sentence without a subject. A few examples of errors in respect of nouns were
also found. The total number of errors of noun was 25 with an error rate of 0.48%. This type of
error was the highest in order, with a total number of ll10 with an error rate of 0.36%. Following
are the examples:
Lost their all wicket (103 Analysis)
When the Pakistani team open their batting (108 Analysis)
A few errors of conjunction were also noticed by the researcher in the analysis. Just four errors
of conjunction were found among them. The error rate of conjunction was 0.08%. Errors of
syntax were the fourth in the order from in the order from higher to lower in this study. There
were 69 errors of sentence with an error rate of 1.43%. Incomplete sentences, fragmentary
sentences and grammatically un-acceptable sentences were found common in the writing. There
was not even a single text without errors of syntax. Here are examples:
(1) Pakistan team in poor batting and fielding in Pakistan, and will loose the one day series
in Pakistan (128 Analysis).
The total error of adjective was only seven with an error rate of 0.13%. In some places,
adjectives were equaled with nouns as in the following examples:honest, hardworking and team
work (102 Analysis).The example of misfit and dumb game (119 Analysis)
Errors of adverbs were many as compared to the errors of adjectives. Errors of adverb were 22
with an error rate of 0.42%. Errors in the use of article were the highest, 38 errors with a rate of
0.72%.
OMITTED ARTICLES
- (The) match analysis (105 Analysis)
- With (the) Pakistan team. (125 Analysis)
- Great hustle bustle of (the) match (115 Analysis)

INSERTED ARTICLES
- ( The) Pakistan score (104 Analysis)
- ( The) India played (125 Analysis)
A few errors of passive case were also found in the analysis. The learners wrongly used the
passive lo verbs in some cases. Five errors of passives with an error rate of 0.10% were found.
Only two errors of redundancy were traced with an error rate of 0.04%. The error was, (i) At last,
they finally (116 Analysis).
Five errors of negation were found with an error rate of 0.10%. For example:
1. Is no under pressure (104 Analysis)
2. Was not didnt happen happened (107 Analysis)
3. Pakistani team didnt show not good game (130 Analysis)
Four errors of translation were found with a rate of 0.08%. Errors of this kind were due to
transfer of L1 structures into L2. Here are some examples:
(i) The excitement drowned. (124 Analysis)
(ii) So all emotions of nation(s) are with Pakistan.
Lapses are due to non-seriousness. There were many errors due to carelessness especially in
matters of punctuation. Such errors were due to poor attention and concentration on sentence
formation. Errors of capitalization also seemed due to carelessness. The learners at intermediate
stage were unable to use capital letters as lapses due to poor attention in writing.
Findings
The errors as investigated in this study were mainly due to L1 interference e.g. faulty translation
methods, and overgeneralization. Some of the errors were also due to inadequate application of
the rules of the target language. There were many examples to show from the study. Following
are the examples of errors caused by L1 interference.
(i) The players were agree (117 Analysis)
(ii) People are comes stadium(119 Analysis)
Literal translation from the mother tongue also induced many errors among the learners. The
researcher found some examples of errors that seemed to have been caused by literal translation.

They are:
(i) They ashamed us. (126 Analysis)
(ii) The excitement was drowned. (118 Analysis)
The researchers found many errors of overgeneralization also in the tests. For example,
following are the instances of overgeneralization.(i) Blacked (124 Analysis) (ii)these people
says(122 Analysis), (iii)the wicket fall(111 Analysis). A few errors of redundancy were also
found. The above mentioned three sentences demonstrate the examples of overgeneralization in
this analysis.
The researcher found many errors which were due from incomplete application of rules. The
learners knew certain rules partially. Almost 50% of the rules were applied inappropriately. For
example;
(i) Why (did) we (come) came in stadium? (122 Analysis)
The learner did not know how to make interrogative sentences of the past tense in the target
language.
(ii) Pakistan (was) to (won) the match. (125 Analysis)
Here the learners were unable to create concordance between the two verbs. They were also
unable to use the first form of verbs. The learners were also unable to put the first form the verb
after the infinitive-to. The above example demonstrates that the learners have learnt only SPCA
structure only.
Some of the errors as discussed among the learners were due to ignorance of rules restriction.
Resultantly, some unacceptable collocations emerged in their writing. Although these
constructions are apt grammatically, in daily usage they are hardly used by the speakers and
writers of L1. For example, the collocation fatal misunderstanding (101) explains well the
errors caused by the ignorance of rules restriction. The word fatal as an adjective can go only
with some nouns as fatal disease, fatal attack but not with the word misunderstanding. This
shows that the learner has learnt the (adjective + Noun) structure but s/he could not know the
limitation of this structure.
Apart from the causes of errors mentioned above, there are many other causes too. The learners
had al little or no exposure to the written text of the target language. Faulty teaching techniques
especially in the controlled class rooms are some of the causes of errors among the learners. In

exams, texts with errors get negative impression and the leaners who venture to write themselves
get low grade due to teachers inability to mark the papers properly. The learners resort to rote
learning and resultantly they cannot write freely.
L2 writing, the most important skill, is the most ignored one in Pakistani context especially in
Government colleges and schools. Learners are not given much practice in their L2. Teachers do
not bother to apply the advanced teaching techniques of L2 writing. In most cases, traditional,
outdated and content focused writing is taught.
Suggestions and Recommendations
The importance of testing cannot be ignored although it is a highly complex technique. In govt.
colleges, evaluation of students writing is not of any standard. Just summative assessment among
L2 learners is followed. Students future depends upon just three hours of examination. That is
why, they rely on rote learning and memorization right forms the beginning. They can get high
score just by memorizing the texts. Another surprising situation which makes this writing skill
poor is that some teachers go to the extent of dictating different compositions, letters and
summaries. By doing so, they control the thought and skill of the students. Thus, an average
Pakistani student hardly gets a chance of free writing.
Another reason for poor writing skill among L2 learners is the outdated syllabuses for L2
writing. Curriculum is the backbone of teaching. On one side, it guides the teachers mode of
teaching approach and on the other side; it equips students with a lot of chances to exploit the
modern L2 writing techniques. But the learners and teachers are unable to understand the
approaches working behind these syllabuses. Mueen (1983) highlights the importance of
curriculum:
Language across the curriculum has great importance. Unfortunately, in the
Pakistani system, most students score badly not because they do not understand the context of
subject, but because they are unable to express themselves.
In teaching L2 writing the need for trained and skilled teachers cannot be denied. Teachers in
Pakistan are not well trained. They are unable to cope with the challenges of new age. Teachers
in private and public sectors are guided through intensively workshops based on old teaching
techniques of L2 writing. They are least concerned with positive feedback of students. The
teachers do not help their in using language in real contexts. The teachers in our context do not

know the importance of positive feedback which brings confidence, encouragement and
motivation.
In Pakistan, there is a lack of futuristic research. In fact, the inspiration which motivates us to
move on, equips us to face and meet the challenges are borne of change and change is the only
constant in life. Pakistani linguists and researchers have not conducted any significant research
on L2 writing teaching.
Other causes of falling standards in L2 writing are the wrong policies used by the government.
The policy makers are of the view that new and current teaching might disrupt the well-
established old patterns of teaching. They fear risks and are unable to bring modern changes in
teaching techniques and syllabuses. In fact, they feel secure even with the decadent status quo. It
is irrelevant and outdated syllabuses and text book which are responsible for the poor
performance of students. Owing to wrong policies, the writing skill is not being addressed
properly. For example, in the present educational policy, teaching of writing g has not been given
any proper place. These types of policies can reduce the chances of free writing in L2. Just by
learning rules of grammar in isolation cannot help the learners to be good writers of L2.
Following are a few practicable and practical suggestions by the researchers for bot EFL/ESF
learners and teachers to improve their learning and reaching capacities in L2 writing. These
recommendations are for Pakistani L2 learners are intermediate level as they are the result of
careful and in-depth analysis of errors in their writing. They are:
1- Grammatical proficiency is the foundation of any writing ability. Efficient grammar
instruction, especially for adult learners, helps EFL students learn English more effectively.
Therefore, understanding students learning difficulties and teaching them grammar
appropriately is the key to effective teaching for EFL teachers at intermediate level.
2- English writing of many Pakistani beginning EFL students is a process of translation
especially in government schools and colleges, a fact confirmed by the current study. This study
shows that various errors the students make at intermediate level are due to translation from L1
to L2.the teacher of English can use these findings to improve their teaching in this regard.
3- Many errors found in this study are L1 related. It is apparent that L1 plays an important
role in the process of writing skill. The learners are adult students who are supposed to express
their ideas in a clear way.

4- Clarifying learning difficulties is an important step that can help beginning EFL students
to master English grammar. The English language teachers can help the students to reduce L1
interference by highlighting the differences between L1 and L2. Errors in the use of verbs in this
study, for example, were ranked as number one in the error category. Such errors should be paid
attention to by EFL educators. In addition to explaining grammatical rules of English verbs, EFL
teachers should also compare the verb differences including the tense concepts between Urdu
and English.
5- EFL students, with different proficiencies, may have different learning difficulties. While
more advanced learners may have more errors not related to language transfer, L1 related errors
are common in the beginners. EFL teachers should guide the learners at intermediate lever
according to their weaknesses in L2 writing skill.

References
Burt M.K. and Kiparsky C. (1972).The GooficanA Repair Manual for English, New bury House.
Corder, SPIT, (1973). Introducing Applied Linguistics. London, Penguin Books.
Heaten J.B. (1979). Introduction to Language Testing: Writing English language Test. London,
Longman Group Limited.
Mueen, Ayesha (1983). Evaluation/Errors Analysis: English Language Teaching in Pakistan.
Islamabad National Book Foundation.
Norrish, John (1983). Communication and Assessment Problems and Just Errors. Hong kong/
London, Macmillan.
Slinker, Larry (1972).Towards Theories and Models: Errors Analysis Ed. Jack C. Richards.
London & New York, Longman.

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4. Govt. College of Science, Multan

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