Abstract:
This study sets out to examine the possibility of exploring the errors of EFL students at university level and the rationale behind them. Moreover, it investigates the potential ways of rectifying these errors as has been suggested in chapter four and five. A number of strategies and classroom techniques were adopted to accomplish the intended goal. Right, from the outset a pre-test was adopted to categorize the sample into two distinct groups, namely experiment and control group. The population of the study was seventy undergraduate students from Sudan University of Science and Technology. The pre-test for used heavily concentrated on exploring the students‟ knowledge of vocabulary, the use of pronouns, speech acts, requests, models, metaphors and diverse lexical choices as these the potential parts in which most mistake occur. As many as 70 teachers have answered the questionnaire. These linguistic aspects have been chosen as primary tools for the analysis due to the fact that they are closely related to the method to be employed to soar up the level of classroom interaction. It took a course of 45 days to inject the desired dose of knowledge into the experimental group before administering the post-test. A number of statistical techniques were adopted to analyze the results which reflected a noticeable improvement on the part of the experiment group. The findings revealed that communicative skills can, consequently be developed through intensive classroom interaction through the employment of the right type of language, tutor‟s dedication and students‟ willingness. It was suggested that a large scale project to be carried out along the lines of the present study can be beneficial for educators, classroom practitioners and students, alike
