Lexical Semantic Errors in Undergraduate Students' Academic Writing

In language teaching and learning, the correct use of vocabulary in target is as important language's grammar. This study investigates lexical semantic errors academic writing 4th-year undergraduate students at National University Lesotho. Using random sampling method, ten Action Research reports were selected. Errors identified analyzed using Hemchua Schmitt's (2006) classification. Findings indicate that resulting from confusion sense relations most frequent, followed by collocation translation errors. The recommends communication skills courses offered year 1 level should include explicit to minimize errors, which, argued, result incomprehensible texts.