Lexical Error Patterns in L2 Writing: Evidence from English Majors at a University in Vietnam

Abstract

Academic writing has always been a challenge for English as a Foreign Language (EFL) learners, particularly at the tertiary level where lexical accuracy and appropriateness are essential. Among the most recurring difficulties, lexical errors emerge as indicators of gaps in vocabulary knowledge and instability within learners’ interlanguage systems. Despite growing interest in L2 writing, relatively few studies have examined lexical errors in authentic, school-based contexts. This study investigates patterns of lexical errors in a learner corpus comprising 40 argumentative essays written by English majors at a public university in Vietnam. Adopting a descriptive, corpus-based approach, the analysis draws on a taxonomy adapted from Llach (2005), categorizing errors into semantic, syntactic, orthographic, and pragmatic types, with further distinction between interlingual and intralingual influences. The findings reveal that orthographic errors are the most prevalent, and that intralingual errors significantly outnumber those attributable to L1 transfer. These patterns indicate that learners’ difficulties are primarily developmental, reflecting incomplete lexical representations and unstable form-meaning mappings. The results further point to limited consolidation of word forms, morphological patterns, and context-appropriate usage. These findings highlight the need for pedagogical approaches that prioritize lexical stability through systematic vocabulary instruction with emphasis on morphological awareness, orthographic regularities, and contextualized lexical repertoire. Addressing these underlying dimensions of lexical competence may contribute to reducing recurrent errors and enhancing both the accuracy and fluency of academic writing in EFL contexts.