Vol-3, Issue-6 PP. 547-553 ISSN: 2394-5788 547 | Page 30 June 2016 www.gjar.org SIMPLE PAST TENSE ERRORS BASED ON SURFACE STRUCTURE TAXONOMY IN ESL MALAYSIAN UNDERGRADUATES WRITING Dr. Mahendran Maniam & Punethawathi Rajagopal University of Education Sultan Idris, Malaysia mahendran.maniam@yahoo.com , nitha_jasmine@yahoo.com ABSTRACT This study aims to investigate simple past tense errors according to surface structure taxonomy by analyzing the document analysis of students. This study also aims to investigate the sources of simple past tense errors. To achieve this, 30 respondents were chosen from a random sampling. The research design chosen is survey design. This design is suitable for collection of quantitative data from document analysis and questionnaire. The information gathered from the instruments was further analyzed to report the types and sources of simple past tense errors based on the surface structure taxonomy. The findings from this study indicate that the types of simple past tense errors are omission, addition and misinformation. The findings also indicate that the sources of simple past tense errors are mother tongue interference, application of translation, ignorance of rule application and overgeneralization of grammar rules. This research is significant as it provides insights to educators and practitioners a better understanding of the conceptualization of theories and grammar teaching methodology in the ESL context. Keywords: surface structure taxonomy, mother tongue interference and rule application. 1. INTRODUCTION Errors in the second language acquisition are mainly due to native language interference while some researchers were convinced that errors produced during the acquisition of L2 were result of the creation of rules and hypothesis testing. Errors of competence are also known as systematic errors that reveal the learners knowledge and application of the language (Corder, 2000). Krashen (1987) cites research that both L1 and L2 learners tend to acquire grammatical elements in a fairly predictable order. Dulay and Burt (1982), addresses that learners studying English as a second language showed a natural order of acquisition no matter what their native language. Grammar is taught using inductive and deductive approaches and by integration in the lessons implicitly. The absence of a well-defined guidelines as to whether grammar should be taught explicitly or implicitly is influenced by emerging language theories about the roles of grammar in the Communicative approach (Ellis, 2006). The simple past tense is a problem