Nafiseh Salehi - Faculty Member of Farhangian University, Iran

The role of teaching grammar in second language learning was downplayed in the late 1970s with the rise of communicative methodology and it was even proposed that grammar instruction was not only unhelpful but might be harmful. However, current research has revealed the need for formal grammar instruction for learners to achieve high levels of accuracy. The research has led to a rebirth of grammar teaching, and its role in second language acquisition has come to the center of attention. Studies show that when learners receive communicative exposure to grammar points introduced through formal instruction, their awareness of the forms becomes longer-lasting and their accuracy of use improves. The present study aimed at carrying out an error analysis of written English of university students in an English for Specific Purposes (ESP) Course conducted at a public university. The specific objectives of the study were to determine the types of sentence mechanical errors as well as grammatical errors made by the university students. The data were obtained from the random sampling of the compositions of 20 students of social sciences. Error analysis of the scripts of students' writings revealed that the major sentence mechanical errors made by the students were punctuation, spelling and capitalization. Tense, article, verb forms and subject-verb agreement were among the most frequent grammar errors made by the learners. It is hoped that by taking the students' specific needs into consideration and designing an appropriate remedial program, they improve in their command of English in general and in written English in particular