Andere Kunden interessierten sich auch für
![The role of Error Correction in Teaching Oral Communication Skills]( "The role of Error Correction in Teaching Oral Communication Skills")
The role of Error Correction in Teaching Oral Communication Skills19,99 €![Developing Accuracy in The Writing Skills through Error Analysis]( "Developing Accuracy in The Writing Skills through Error Analysis")
Developing Accuracy in The Writing Skills through Error Analysis53,99 €![The Syntactic Evolution of Modal Verbs in the History of English]( "The Syntactic Evolution of Modal Verbs in the History of English")
The Syntactic Evolution of Modal Verbs in the History of English51,99 €![The Effects of Neglecting the Skill of Listening to English Courses]( "The Effects of Neglecting the Skill of Listening to English Courses")
The Effects of Neglecting the Skill of Listening to English Courses23,99 €![A SYNTACTIC ANALYSIS OF THE DHOLUO DETERMINER PHRASE]( "A SYNTACTIC ANALYSIS OF THE DHOLUO DETERMINER PHRASE")
A SYNTACTIC ANALYSIS OF THE DHOLUO DETERMINER PHRASE44,99 €![Academic Utility of English Language Courses for University Studies]( "Academic Utility of English Language Courses for University Studies")
Academic Utility of English Language Courses for University Studies46,99 €![The Acquisition of Tense and Aspect among Moroccan EFL Learners]( "The Acquisition of Tense and Aspect among Moroccan EFL Learners")
The Acquisition of Tense and Aspect among Moroccan EFL Learners36,99 €
English Skills Courses are important requirements for the attainment of a degree at the University of Eastern Africa, Baraton. This study was set to establish the impact of these English Skills Courses on the written syntactic construction by university students. Focus was on syntactic errors because such errors mar the intended meaning of the sentence, paragraph or essay. The assumption of this study was that English Skills Courses help the students to lessen syntactic errors in their written work and that syntactic errors are the most recurrent errors made by the students. The theoretical framework employed in this study was based on the input hypothesis, the error analysis, and the inter-language theory. A purposive sampling method was used to select a target group of 15 students and a control group of 15 students. The methods used were tests and observation schedules. Essays written for placement tests, mid-quarter exams, continuous assessment tests and final exams were collected and analysed for syntactic errors. The analysis included checking how frequent the errors occur and the trend they take after instruction.