Exploring Factors Influencing Grammatical Error Rates in Conversational vs. Monologue Settings: A Study of Chinese English as a Foreign Language Learners

Abstract

Error analysis of English as a Foreign Language (EFL) learners’ language production remains a significant area of study in contemporary linguistics. While numerous researchers investigate the prevalence of various error types in EFL learners’ communicative interactions, there is a paucity of studies comparing error frequencies across conversational and monologue settings. This paper aims to explore the factors contributing to the prevalence of grammatical errors in conversational contexts compared to monologue settings among Chinese EFL learners. Employing a systematic approach, the study collects and analyzes oral data from Chinese EFL learners, focusing on grammatical errors in both settings. The findings shed light on the comparison of grammatical errors in conversational and monologue settings, revealing that conversational settings tend to elicit a higher number of errors compared to monologue settings, and identify factors contributing to differences in error prevalence. This research enhances existing knowledge on error analysis and offers practical implications for EFL instruction.