Error Analysis of Student Teachers’ Utterance Structure

The present research study examined the grammatical errors of Technology student teachers’ utterance structure. This qualitative study was conducted to answer two questions: (1) what are the language backgrounds of the Technology student teachers; and (2) what are their common grammatical errors during the on-campus teaching. To address the first question, the participants were personally interviewed for their language background utilizing the developed and modified interview guide. On the other hand, to address the second question, the participants’ Technology classes were observed and video recorded for transcriptions. Results demonstrate that the native language (Filipino) of the student teachers was the most commonly used. The findings also show that as regard to the grammatical errors, misinformation and omission account for most of the total errors identified, with addition and ordering of elements being less frequent among the student teachers’ utterances. Further, it is also observed that technology student teachers repeatedly use the wrong forms of the words in place of the correct ones. These errors in their utterance structure are the results of the influence of their native language structures to produce a spoken discourse of the English language (L2)