Abstract

This research investigates and contrasts error patterns in English causative constructions with have among Italian and Spanish EFL (English as a Foreign Language) students, employing Dulay et al.’s (1982) Surface Strategy Taxonomy to classify and analyze errors. The analysis provides a systematic, descriptive account of recurring challenges in causative forms. By categorizing errors into omission, addition, misformation, and misordering, the research facilitates a structured contrast of linguistic difficulties encountered by Italian and Spanish learners. The findings highlight the utility of error analysis as a tool for identifying pedagogical priorities, encouraging further research on how educators might leverage these results—particularly the contrasts in error profiles between learner groups—to develop targeted materials and methods aligned with observed patterns. This approach underscores the value of evidence-based instruction in fostering mastery of causative structures, emphasizing adaptation to empirically identified challenges rather than causal explanations.

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