Paper ID#: PAGE-CARRC001-002

Title of Paper: Oral Composition Errors of Sophomore College Students

Name of Corresponding Author: Arlene L. Palasico

Affiliation: Cordillera Career Development College

ABSTRACT

Learners inevitably make mistakes in the process of learning a language and will even impede
that process if they do not commit errors and then benefit from various forms of feedback on
those errors. A learner's error is significant because it provides evidence of how language is
learned or acquired, and what strategies or procedures is being employed in the discovery of
language. The study analyzed the errors in the oral composition of students in their speech
classes. Descriptive research design was utilized. Tape recorded oral compositions were
transcribed and extracted for analysis, evaluation and interpretation using frequency counts,
percentages, ranks and Friedman's test. Findings revealed that performance variables were the
most common characteristics of spoken language in students' oral compositions followed by
redundancy and clustering. Phonological errors commonly committed were reinterpretation,
followed by over-differentiation and under-differentiation while syntactic errors were the most
frequent errors in grammar followed by lexical error, and morphological error. The most frequent
strategy in correcting errors is to wait for others to correct them. There is partial acceptability of
deviant sentences along phonology and grammar, though these deviant sentences were
considered as intelligible. Students were moderately anxious while delivering their speech that
debilitated their learning in general.

Keywords: Characteristics of language, phonological and morphological errors, monitoring

strategy, deviant sentences, anxiety