Surface Strategy Taxonomy in Error Analysis: Basis for Grammatical Competence Enhancement Program (GCEP)

This study analyzed the grammatical errors committed by college students in short-answer tests using Dulay’s Surface Strategy Taxonomy in Error Analysis. Further, it determined the following: the common grammatical errors in using the simple present and simple past tense; the significant difference between the grammatical errors committed by BSED and BEED students; sources of errors; and the significant difference on the sources of grammatical errors between the two groups of students. This study utilized the descriptive-evaluative inferential method of research. . The results were statistically treated, analyzed, and interpreted using frequency count, percentage, rank, and chi-square. Findings revealed that among the four common grammatical errors on the use of simple present tense, misformation topped as most committed error. This was followed by omission, addition, and misordering. As to the common errors on the use of simple past tense, misformation was the topmost committed error. Another committed errors were due to omission, misordering, and addition. Most of the sources of errors committed by the second year college students in using both the simple present and simple past tense were due to interlingual transfer, intralingual transfer; and communication strategies. Results revealed no significant difference existed on the sources of grammatical errors committed by second year education students on the use of simple present and simple past tense. Therefore, learners of a second language commit a number of grammatical errors. Thus, it is highly recommended that the proposed enhancement training program be implemented to respond to the needs of 21st century education.