A CEFR-ALIGNED GRAMMAR ERRORS ANALYSIS OF STUDENTS ' WRITING PERFORMANCE: A CASE OF KANZ ENGLISH GRAMMAR, COMPOSITION AND TRANSLATION

Abstract

This paper explores grammatical mistakes of matric English learners in Pakistan and studies the role of Kanz English Grammar as a way of enhancing writing and translation competency as per the CEFR standards. The study aims to determine the overall patterns of error in writings, composition, and translation of students, the comparison of their performance with the CEFR B1 requirements, and the effect of teaching based on textbooks on the grammatical development. Based on the Error Analysis (EA), Interlanguage Theory, and CEFR-aligned assessment, the study divides the errors into interlingual (L1 transfer), intralingual (L2 overgeneralization) ones, devoting special attention to the verb tense, subject-verb agreement (SVA), articles, prepositions, morphology, and sentence structure. The data was gathered on the basis of annual test designs comprising of writing and translation tasks and analysed in terms of frequency, type and correspondence with the CEFR descriptors. The results obtained show that students have a continual difficulty with tense consistency, SVA, use of articles and prepositions, and complicated constructions of sentences, which suggests that there is partial mastery of the B1-level grammatical competence. The research paper also shows that the accuracy, range and control in practice with the use of Kanz English Grammar are significantly enhanced, but errors in the complex structures continue to be present, which emphasize areas that require specific pedagogical intervention. The paper ends with a set of recommendations to design a curriculum with the focus on the CEFR, combined writing and translation activities, and the assessment of the textbooks to improve the grammatical competence, writing fluency, and general communicative proficiency at the matric level.