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...er's information, the error categories are described below in some detail. FORMAL ERRORS Formal errors are classified into three types: (1) formal misselection, (2) misformations and (3) distortions (=-=James 1998-=-). The sub-types and examples of each type are as follows: 1 Formal misselection The first four sub-types are based on James (1998), who in turn drew from Laufer's (1991) 'synformic confusions'. They ...

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... the frequency and seriousness of lexical errors, they remain underresearched. This may be attributable to the fact that they are complicated; for example, open system (many items and not rule-based [=-=McCarthy 1990-=-]). Among the few studies that have been undertaken in this area, Duskova (1969) found four types of lexical errors when she analysed the writing of 50 Czech postgraduate students: confusion of words ...

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...ays an automatic process (Jiang 2000), and morphological errors in L2 production seem to be common among learners. For example, L2 learners normally do not know all derivative forms in a word family (=-=Schmitt and Meara 1997-=-; Schmitt and Zimmerman 2002). There is not always a linear relationship between proficiency and number of errors. Sometimes the greater fluency of advanced learners seems to lead to an increased numb...

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...way in which words are used together regularly, requires intuitions about lexical patterning, and these stem from grammar, semantics and register and may even constitute a discrete type of knowledge (=-=Halliday 1966-=-; Sinclair 1991). It probably takes a great deal of exposure to language to acquire this knowledge, and even advanced learners may take extended periods of time to master collocational appropriacy, as...

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...daw 1993; Farghal and Obiedat 1995; Granger 1998; Howarth 1998; Schmitt 1998). Lexical errors may be influenced by the writer's L1 (Swan 1997) or from difficulties stemming from the words themselves (=-=Laufer 1997-=-). Corder (1992) comments that the role of the mother tongue may play a role in the cognitive process of L2 language learning and language use, whereas Schachter (1992: 32) considers the process of tr...

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... most difficult or confused synformic distinction being suffix synforms (for example, considerable/considerate). Thus we find that appropriate L2 morphological use is not always an automatic process (=-=Jiang 2000-=-), and morphological errors in L2 production seem to be common among learners. For example, L2 learners normally do not know all derivative forms in a word family (Schmitt and Meara 1997; Schmitt and ...

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...le, Grauberg 1971; Meara 1984; Lennon 1991). They significantly affect the quality of academic writing (Astika 1993; Ellis, R 1994; Engber 1995) and native speakers consider them the most irritating (=-=Santos 1988-=-). Moreover, Carter (1998: 185) suggests that 'mistakes in lexical selection may be less generously tolerated outside classrooms than mistakes in syntax'. This is probably because lexical selection co...

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...collocational appropriacy, as many studies have revealed that EFL learners are generally deficient in collocation knowledge (for example, Bahns and Eldaw 1993; Farghal and Obiedat 1995; Granger 1998; =-=Howarth 1998-=-; Schmitt 1998). Lexical errors may be influenced by the writer's L1 (Swan 1997) or from difficulties stemming from the words themselves (Laufer 1997). Corder (1992) comments that the role of the moth...

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...requently occurring category of errors in written English (for example, Grauberg 1971; Meara 1984; Lennon 1991). They significantly affect the quality of academic writing (Astika 1993; Ellis, R 1994; =-=Engber 1995-=-) and native speakers consider them the most irritating (Santos 1988). Moreover, Carter (1998: 185) suggests that 'mistakes in lexical selection may be less generously tolerated outside classrooms tha...

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...llows: 1 Confusion of sense relations Psycholinguistic evidence suggests that humans store words in terms of sense relations in their mental lexicon, at least to some extent (for example, Deese 1966; =-=Aitchison 1987-=-). Vocabulary meaning normally involves concepts and their relations in lexical fields (for example, a woman and a girl belong to the lexical field of 'gender'). The following four main types of error...

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...take extended periods of time to master collocational appropriacy, as many studies have revealed that EFL learners are generally deficient in collocation knowledge (for example, Bahns and Eldaw 1993; =-=Farghal and Obiedat 1995-=-; Granger 1998; Howarth 1998; Schmitt 1998). Lexical errors may be influenced by the writer's L1 (Swan 1997) or from difficulties stemming from the words themselves (Laufer 1997). Corder (1992) commen...

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...from the intrinsic difficulty of words (the difficulty resulting from the intrinsic properties of target words related to their form, meaning and usage) have been found (for example, James et al1993; =-=Tinkham 1993-=-; Waring 1997). In an attempt to gain more insight into the various types of lexical errors and their frequency, this study explored the error types of Thai university students. The following research...

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...types. This is the process of learning a language. Empirical evidence suggests that lexical errors are the most frequently occurring category of errors in written English (for example, Grauberg 1971; =-=Meara 1984-=-; Lennon 1991). They significantly affect the quality of academic writing (Astika 1993; Ellis, R 1994; Engber 1995) and native speakers consider them the most irritating (Santos 1988). Moreover, Carte...

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...nsic difficulty of words (the difficulty resulting from the intrinsic properties of target words related to their form, meaning and usage) have been found (for example, James et al1993; Tinkham 1993; =-=Waring 1997-=-). In an attempt to gain more insight into the various types of lexical errors and their frequency, this study explored the error types of Thai university students. The following research questions we...

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...erally deficient in collocation knowledge (for example, Bahns and Eldaw 1993; Farghal and Obiedat 1995; Granger 1998; Howarth 1998; Schmitt 1998). Lexical errors may be influenced by the writer's L1 (=-=Swan 1997-=-) or from difficulties stemming from the words themselves (Laufer 1997). Corder (1992) comments that the role of the mother tongue may play a role in the cognitive process of L2 language learning and ...

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...nates). Regardless of the precise nature of the process, there is some empirical evidence that the native language influences target lexical learning (for example, Zughoul 1991; Ard and Homburg 1992; =-=Broselow 1992-=-; Jarvis and Odlin 2000). In addition, intralingual errors resulting from the intrinsic difficulty of words (the difficulty resulting from the intrinsic properties of target words related to their for...

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...ess of the precise nature of the process, there is some empirical evidence that the native language influences target lexical learning (for example, Zughoul 1991; Ard and Homburg 1992; Broselow 1992; =-=Jarvis and Odlin 2000-=-). In addition, intralingual errors resulting from the intrinsic difficulty of words (the difficulty resulting from the intrinsic properties of target words related to their form, meaning and usage) h...

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...ds, loanwords, and cognates). Regardless of the precise nature of the process, there is some empirical evidence that the native language influences target lexical learning (for example, Zughoul 1991; =-=Ard and Homburg 1992-=-; Broselow 1992; Jarvis and Odlin 2000). In addition, intralingual errors resulting from the intrinsic difficulty of words (the difficulty resulting from the intrinsic properties of target words relat...

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... meaning structure instead of as individual, isolated items. However, introducing words in the same semantic field may also cause some degree of confusion (cross-association) if done so concurrently (=-=Higa 1963-=-; Tinkham 1993; Waring 1997). Apart from near synonyms and preposition partners, the students had problems in suffix use. As mentioned in Jiang (2000), morphological specifications are not automatic. ...

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...ors of various types. This is the process of learning a language. Empirical evidence suggests that lexical errors are the most frequently occurring category of errors in written English (for example, =-=Grauberg 1971-=-; Meara 1984; Lennon 1991). They significantly affect the quality of academic writing (Astika 1993; Ellis, R 1994; Engber 1995) and native speakers consider them the most irritating (Santos 1988). Mor...

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...e, false friends, loanwords, and cognates). Regardless of the precise nature of the process, there is some empirical evidence that the native language influences target lexical learning (for example, =-=Zughoul 1991-=-; Ard and Homburg 1992; Broselow 1992; Jarvis and Odlin 2000). In addition, intralingual errors resulting from the intrinsic difficulty of words (the difficulty resulting from the intrinsic properties...

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...lways a linear relationship between proficiency and number of errors. Sometimes the greater fluency of advanced learners seems to lead to an increased number oflexical errors in their productive use (=-=Martin 1984-=-). Synonym errors are a case in point, and advanced learners at university level • 4 Prospect Vol. 21. No.3 December 2006 AN ANALYSIS OF LEXICAL ERRORS INTHE ENGLISH COMPOSITIONS OFTHAI LEARNERS seem ...

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...s synonymous with the target word because they are more confident about using that word. Therefore, students' choice of near synonyms can also provide evidence of avoidance as a writing strategy (see =-=Sonaiya 1991-=- for exercises to promote the knowledge of semantically related items). Collocation, the way in which words are used together regularly, requires intuitions about lexical patterning, and these stem fr...

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...is the process of learning a language. Empirical evidence suggests that lexical errors are the most frequently occurring category of errors in written English (for example, Grauberg 1971; Meara 1984; =-=Lennon 1991-=-). They significantly affect the quality of academic writing (Astika 1993; Ellis, R 1994; Engber 1995) and native speakers consider them the most irritating (Santos 1988). Moreover, Carter (1998: 185)...

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...exical errors are the most frequently occurring category of errors in written English (for example, Grauberg 1971; Meara 1984; Lennon 1991). They significantly affect the quality of academic writing (=-=Astika 1993-=-; Ellis, R 1994; Engber 1995) and native speakers consider them the most irritating (Santos 1988). Moreover, Carter (1998: 185) suggests that 'mistakes in lexical selection may be less generously tole...

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...ime to master collocational appropriacy, as many studies have revealed that EFL learners are generally deficient in collocation knowledge (for example, Bahns and Eldaw 1993; Farghal and Obiedat 1995; =-=Granger 1998-=-; Howarth 1998; Schmitt 1998). Lexical errors may be influenced by the writer's L1 (Swan 1997) or from difficulties stemming from the words themselves (Laufer 1997). Corder (1992) comments that the ro...

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...Nation 2001) or breaking words into parts (affixes and stems) will raise students' awareness and consciousness about appropriate parts of speech, particularly derivational suffixes in productive use (=-=Schmitt 1994-=-). Using corpora, which are now accessible online or for sale (for example, the British National Corpus, the COBUILD Corpus), is a powerful way to gain Prospect Vol. 21. No. 3 December 2006 21 • SAENG...

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...UILD Corpus), is a powerful way to gain Prospect Vol. 21. No. 3 December 2006 21 • SAENGCHAN HEMCHUA AND NORBERT SCHMITT awareness of collocations, particularly preposition partners (see Thurstun and =-=Candlin 1998-=- for academic writing and concordancing, and Wichmann et al 1997 for more implications of corpora in language teaching and learning). It might even be useful for students to memorise unanalysed chunks...