Abstract
The main concern of this paper is to focus on the errors committed by second language learners of English at the English department faculty of education. The study is of a descriptive nature. The errors located are classified and then described in order to know the reasons behind them. The approach adopted in this research paper is a contrastive approach. The results of analysis gave a clue about the strategies adopted by Learners when confronted with a writing task. Analyzing the errors located is of vital importance for syllabus and material designers as well as classroom teachers and contributes substantially in improving language learning and teaching processes.
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