Abstract
The article describes a study of English written by Norwegian EFL learners attending district schools. Language problems on different linguistic levels are analysed and the theory of compensatory strategies is used to explain the process behind the production. The results show that less proficient learners have a higher number of grammatical, orthographic and syntactical errors which can be attributed to cross-linguistic influence. It is argued that the learners have had too little exposure to the target language, especially in written form, and improved results could be the outcome if more reading and writing tasks were included in the classroom.
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