آکادمی و موسسه علمی پژوهشی ابن سینا

5.0. Introduction
This chapter includes a brief summary of the findings and answers to the research questions as well as some discussions and conclusions. Then the limitations of the study will be mentioned, and some suggestions for further research will be made.

5.1. Summary of findings
As mentioned in chapters three and four, the findings of the present study are based on both, teachers' attitudes towards advanced learners' errors and errors committed in advanced learners' writing papers, which will be reported in a few words.

5.1.1. Findings based on teachers' attitudes 
Using the Friedman test, based on teachers' attitudes, there were not any significant differences among the frequencies of different subdivisions of types and sources of  errors in the male group, nor in the female group except for the case of female syntactic errors in which p-value was 0.04 and less than the significance level (α= 0.05), considering the Mean Ranks of different types of female syntactic errors according to teachers' attitudes misuse of prepositions and misuse of singular/plural were respectively considered the most and the least committed errors by advanced female learners.
Using the Mann-Whitney U test,  based on teachers' attitudes, by contrasting the two male and female groups, it was revealed that, there were not any significant differences between the frequencies of different subdivisions of different classifications of errors in the two groups of male and female learners.

5.1.2. Findings based on learners' writing papers
Using the Chi-Square test, based on errors extracted from advanced learners' writing papers, the distribution of different subdivisions of different types and sources of errors were revealed in their writing papers. In all classifications (processing errors, syntactic errors, sources of errors, and types of intralingual errors ), the p-value for the different subdivisions was less than the significance level (α= 0.05); therefore, there are meaningful differences among the distribution of different subdivisions in each classification of errors. Subdivisions in each category from the most committed to the least committed errors are respectively as follows:
Males' processing errors (362) : omission (163), substitution (132), addition (47), misordering (20).
Females' processing errors (578) : omission (288), substitution (177),  addition (98), misordering (15).
Males' syntactic errors (304) : misuse of singular/plural (90), misuse of prepositions (48), misuse of articles (45),  subject/verb disagreement (45), wrong verb construction (43),  wrong verb tense (33).
Females' syntactic errors (495) : misuse of singular/plural (200), misuse of articles (75),  misuse of prepositions (67), subject/verb disagreement (62), wrong verb construction (56), wrong verb tense (35),.
Males' sources of errors (356) : intralingual (270), interlingual (55), bi-source (31).
Females' sources of errors (576) : intralingual (454), interlingual (78),  bi-source (44).
Males' intralingual sources of errors (141) : incomplete application of language rules (72), overgeneralization of language rules (62) , incorrect categorization (7).
Females' intralingual sources of errors (296) : incomplete application of language rules (167), overgeneralization of language rules (119) , incorrect categorization (10).

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