Abstract:
The competence level of language users can be analysed through error
analysis. This study sought to understand the level at which undergraduate
students at the Moshi Co-operative University in Tanzania have attained English
language competence through error analysis. The study collected 60 abstracts
from three bachelor degree programs pursued at the University. The study used
qualitative research design and error analysis theory to identify, group and
describe errors. The findings revealed that students are prone to errors. The most
problematic ones include fragment and dangling modifier errors, wrong usage
of definite and indefinite article errors and fused sentence errors. Some of the
apparent errors that students made were punctuation errors; these were made
of negligence since the learners could have minimised them through their
tutors' interventions. This study urges the tutors of these students to help correct
these obvious errors as there could be long-term negligence among these
learners, negatively impacting their English language competence. This study
urges teachers to devise teaching strategies to minimise errors students commit
when learning a second language and focus their teaching on problematic
areas such as prepositions and tense.
