This work explains the types of affixation errors second language learners make when learning English word formation processes, especially derivational and inflectional affixations. The data for the study were collected as primary sources from two secondary schools in Sweden. The data were analyzed with the use of Error Analysis noted by Corder (1967) and the error analysis framework adapted by Ellis et al. (2005, p. 57). The method chosen was to identify, classify, describe,and evaluate derivational and inflectional affixation errors. In total 2,812 answers were retrieved. The results consist of some findings, for example, some of the derivationaland inflectional affixations errors were noticed to be intralingual and interlingual. Also, the nature of the errors issuch that they are either transferred, omissive, additive or substitutive errors. Moreover, the errors were also due to overgeneralization, including substitutionerrors, or additive errors. Previous research findings showedstudents make grammatical errors with letter insertions, letter omission, or substitutionerrors. This study made the same findings as students made errors of letter insertion, letter omission, substitution errors, and errors due to overgeneralization. Some of the most difficult derivational and inflectional affixation errors were also noticed across all the grades.

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The aim of the study is to find out to what extent Swedish learners of English, in the first year of upper secondary school, make prepositional errors in their written production, and to what extent these errors can be attributed to negative transfer, overgeneralization and simplification by conducting an Error Analysis. A comparison between gender and type of program, academic and vocational, is made to find out in which type of program most errors appear and if there is any difference in terms of gender.  The data is annotated from the Swedish Learner English Corpus (SLEC), which consists of argumentative essays written by Swedish learners of English, and it consists of 24 randomly selected texts based on the variables binary gender, type of program, Swedish as their L1, school year, and English course. All the texts selected are written by students in the first year of upper secondary school studying the course English 5. The results of the study reveal that Swedish learners of English struggle with prepositional usage. In total, 649 prepositions were identified in the 24 texts. Out of these, 72 (11.09%) were used incorrectly. The most frequently used prepositions involved in these errors are of, for, in, to, and with. Most errors appear when prepositional phrases function as post-modifiers in noun phrases. Substitution is, by far, the most common type of error found, meaning that the students replace the correct preposition with an incorrect one. The results thus show that the students seem to be aware that a preposition should be used although they fail to choose the correct one. Female students make more prepositional errors than male students; similarly, students attending vocational programs make more prepositional errors than students attending academic programs. Most errors are cases of overgeneralizations, followed by negative transfer from Swedish, and simplification. However, many of the errors can still be attributed to negative transfer which suggests that, even though Swedish and English are similar languages which could lead to positive transfer, this does not seem to fully apply to prepositions.