A Cross-Sectional Investigation of the Difficulties Encounter Arabic Students in Using English Adjectives: Error Analysis

Abstract

The author investigated the difficulties encounter Arab second language English learners in using English adjectives
across four levels of English proficiency. Sixty students, fifteen from each year, were randomly selected. The subjects
were undergraduate students at the English Department, Benghazi University, Libya. Test that covered most of the
semantic and structural characteristics of English adjectives was used as an instrument of collecting data in this
research. All of the errors were analyzed in the frame of Error Analysis Theory to second language acquisition. A
Chi-square test of independence revealed that there is no significant difference in the types of errors (interference and
developmental) committed by the students of the four years. Qualitatively, a through analysis of the types of errors and
their possible causes were highlighted to assist ESL/EFL teachers and to help them reduce future problems regarding
teaching English adjectives to Arab speaking learners of English as a second language.