To see the other types of publications on this topic, follow the link: Contrastive analysis, transfer, language learning, error analysis.
Journal articles on the topic 'Contrastive analysis, transfer, language learning, error analysis'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Contrastive analysis, transfer, language learning, error analysis.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Khalifa, Mohamed Fathy. "Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning." International Journal of Linguistics 10, no. 1 (January 14, 2018): 12. http://dx.doi.org/10.5296/ijl.v10i1.12479.
Full textAbstract:
Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learning and shows the criticism of each theory. First, in Contrastive Analysis, the weak and strong hypotheses and types of language transfer are explained. Second, in Error Analysis, attitudes towards errors and aims, process and models of Error Analysis are described. Third, in Markedness Theory, the role of typological markedness in the explanation of L2 learning, the Markedness Differential Hypothesis (MDH) and the Structural Conformity Hypothesis (SCH) are explained. Fourth, in Universal Grammar, it is shown that L2 acquisition occurs on the basis of first language (L1) acquisition: L2 acquisition is a matter of setting the correct L2 parameters. The Language Acquisition Device (LAD) and L2 access to UG are explained. Finally, in Monitor Theory, it is suggested that comprehensible input is crucial for L2 acquisition and the five hypotheses of the theory are explained: (a) The Input Hypothesis, (b) The Learning-Acquisition Hypothesis, (c) The Monitor Hypothesis, (d) The Natural Order Hypothesis and (e) The Affective Filter Hypothesis.
2
Dagut, Menachem, and Batia Laufer. "Avoidance of Phrasal Verbs—A Case for Contrastive Analysis." Studies in Second Language Acquisition 7, no. 1 (February 1985): 73–79. http://dx.doi.org/10.1017/s0272263100005167.
Full textAbstract:
Schachter (1974) drew attention to the importance, in error analysis, of examining not only the L2 forms actually produced by the learners of a foreign language in their attempts to express themselves in L2, but also the L2 forms they seem consistently to avoid using. She also noted the close interrelation between such avoidance phenomena and the Contrastive Analysis approach to L2 teaching and learning: avoidance is the reverse side of negative transfer, since learners tend to avoid using in L2 those structures that have no parallel in their L1 and therefore provide them with no pattern for transfer. Of course, as Kleinmann (1977) has pointed out, “avoidance” implies that the structure in question is known to (i.e., can be passively recognized by) the learners, but not freely used by them; failure to use a structure or word that is unknown to the learners is an indication merely of ignorance, not of learning difficulty. Now a prime constructive purpose of error analysis is (or should be) to identify the sources of a learner's difficulties, as a necessary preliminary to helping him or her overcome them. Hence the importance of genuine avoidance phenomena that, when properly identified, can throw light on what would otherwise remain hidden recesses of uncertainty in the learner's mind. Levenston (1971) has convincingly argued, with numerous illustrations, that avoidance (“under-representation” in his terminology) of various English “clause (or group) structures” by Hebrew-speaking learners of English can be explained by the lack of Hebrew “translation-equivalents” for the English structures in question and the learners' consequent choice of less appropriate but more L1-equivalent structures. However, since Levenston was concerned not with avoidance phenomena as such, but rather with the evidence they provide of L1 interference with L2 learning and their stylistic effect on the learner's L2, he took the phenomena in question as established facts (on the basis, presumably, of his own teaching experience), without attempting to examine their frequency and extent.
3
Akter, Nilu. "Error Analysis in Chinese Initials Made by Bangladeshi Learners at Elementary Level." International Journal of Linguistics 13, no. 3 (May 30, 2021): 36. http://dx.doi.org/10.5296/ijl.v13i3.18694.
Full textAbstract:
Chinese initials play an inevitable role in learning Chinese as a second language. Without the proper knowledge of Chinese initials, learners fail to communicate with people smoothly. Therefore, learners from different countries face different difficulties in learning Chinese initials. The pronunciation of Chinese consonants is not easy for foreigners, especially for Bangladeshi learners. Therefore, errors occur in the Chinese initials of Bangladeshi learners.Although Bangladeshi students often encounter difficulties learning Chinese initials, no comprehensive research done in this area. This research aims to investigate the pronunciation errors of Chinese initials made by Bangladeshi learners. To know the types of initials errors and the reason behind these errors, the error analysis hypothesis, and the contrastive analysis hypothesis was used to analyze the data. However, 20 Bangladeshi students at the elementary level were chosen as the research participants. In this research, a questionnaire survey, interview and comparative analysis were used as research methods.The common finding is that the initials error of Bangladeshi learners occurs in labial, alveolar, velar, retroflex, dental, and palatal consonants. Among them, the highest rate of error has been found in the pronunciation of retroflex, dental, palato-alveolar consonants. The research found that the reason for initials errors of Bangladeshi Chinese learners is the negative transfer of mother tongue, similar phonetic symbols, lack of learning motivation and strategy etc. Finally, the researcher provides some suggestions to correct the pronunciation of initials errors of Bangladeshi Chinese learners.
4
Dost, Islam Namazian, and Ghassem Bohloulzadeh. "A REVIEW OF CONTRASTIVE ANALYSIS HYPOTHESIS WITH A PHONOLOGICAL AND SYNTACTICAL VIEW: A CROSS-LINGUISTIC STUDY." Buckingham Journal of Language and Linguistics 10 (December 13, 2017): 32–41. http://dx.doi.org/10.5750/bjll.v10i0.1482.
Full textAbstract:
Although contrastive analysis has often been questioned for its inadequacy to predict the transfer errors that learners will make in actual learning contexts it cannot be easily denied that “such interference does exist and can explain difficulties” (Brown, 1994, p. 200), especially in the phonological aspects of second/foreign language learning. In this line, the present research is trying to shed light on the concept of contrastive analysis hypothesis by focusing on the background and origins of the concept, then the procedures and its different versions. Also, the current study will discuss the differences and similarities exist in the phonology and syntax of two languages, namely Persian and English in order to be able to find the areas of possible difficulty for L2 learners of English.
5
Huang, Kuan-Jung. "On bilinguals’ development of metalinguistic awareness and its transfer to L3 learning: The role of language characteristics." International Journal of Bilingualism 22, no. 3 (November 29, 2016): 330–49. http://dx.doi.org/10.1177/1367006916681081.
Full textAbstract:
Aims: With language characteristics shown to be a factor mediating bilinguals’ metalinguistic awareness, the present study attempts to give a clearer picture of the impact of language characteristics, avoiding confounds such as exposure opportunities and language experiences, which previous studies with comparisons made between monolinguals and bilinguals were subject to. Design: Two groups of bilinguals speaking the same first language (L1) but different second languages (L2s) were tested for their performance on a morphosyntactic awareness task. Other confounds (L1 proficiency and nonverbal intelligence) were statistically controlled. Data and Analysis: After five outliers were deleted, data from 22 Chinese–English bilinguals and 20 Chinese–Southern Min bilinguals were analyzed, by mainly using analyses of covariance. Findings: The results showed that, with nonverbal intelligence and Chinese proficiency controlled for, Chinese–English bilinguals scored significantly higher than their counterparts only on the past tense suffix task, one tested feature in which Chinese and English differ but which both Chinese and Southern Min lack. They did not, however, differ on the other contrasting feature, present suffix, probably due to its inconsistent presence in English. The two groups showed no difference on subject–object–verb and inflectional negation features that both their L1s and L2s lack. Originality: Unlike the metalinguistic awareness measure (grammatical error detection and correction) commonly used in previous studies, our task was adapted into a version using an unlearned third language (L3) (Japanese), which could reflect children’s cross-language transfer of metalinguistic knowledge. Besides, our metamorphological awareness measure was focused on inflectional morphology, whose influence on the bilingual advantage should be important but has yet received scant attention in the earlier literature. Significance: The overall results cross-validated the important role of language characteristics in bilinguals’ development of metalinguistic awareness and suggested that the metamorphological awareness is likely to facilitate bilinguals’ learning of an L3.
6
Mabruroh, Mabruroh. "at-Tahlil Ghair at-Taqobul Litahlil al-Akhtha'." Arabiyatuna : Jurnal Bahasa Arab 3, no. 1 (May 14, 2019): 109. http://dx.doi.org/10.29240/jba.v3i1.755.
Full textAbstract:
In learning Arabic, each student will experience difficulties in the learning process. The difficulties faced by these students will affect the process of acquiring and absorbing the knowledge channeled by the instructor. Some of the effects of these difficulties are the existence of errors in understanding the rules of writing letters (Imla '), the rules of compilation of sentences (Nahwu), the process of word formation and so forth. To overcome errors in language acquisition in learning Arabic, the theory of contrastive analysis and error analysis in learning Arabic was born. Contrative analysis aims to predict the difficulties students will face in the learning process. While error analysis aims to understand the nature of errors that occur. However, in fact error analysis is the result of reflection from contrastive analysis and complementary to one another in realizing effective Arabic learning.
7
Suhirman, Lalu. "NUANCE IN SIMPLE AND PAST TENSE PATTERNS BY INDONESIAN EFL LEARNERS: A CONTRASTIVE ANALYSIS." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 1, no. 3 (September 3, 2016): 219. http://dx.doi.org/10.30957/ijoltl.v1i3.186.
Full textAbstract:
This article aims to identify the differences between Indonesian and English in constructing affirmative, negative, and interrogative sentences in simple present and present progressive, and simple past and past progressive tenses. This research is descriptive qualitative design. The 40 first semester students of STIKOM Jayapura was selected as research subject. The result indicated that Contrastive Analysis was the systematic study of a pair of languages with a view to identifying their differences and similarities with the assumption the different elements between the native (Indonesian) and the target (English) language caused learning problems, while similar elements did not cause any problems. Contrastive analysis hypothesis is criticized for not all problems predicted by contrastive analysis always appear to be difficult for the students. Errors that do turn up are not predicted by contrastive analysis, but if errors cannot be identified through Contrastive Analysis, it will be suggested using Error Analysis.
8
Irawansyah, Irawansyah. "WHY STUDY ERROR?" IJEE (Indonesian Journal of English Education) 4, no. 2 (December 30, 2017): 120–29. http://dx.doi.org/10.15408/ijee.v4i2.5972.
Full textAbstract:
ABSTRACT There are many students still doing errors or mistakes in learning English as a foreign language (EFL) in Indonesia. Therefore, it is very important to study error. The error itself has long been an interest among foreign language researchers. The main task of error is how to describe a learning which occurs by examining students' output. It consists of correct and incorrect utterances. In this case, there are two approaches to learning students' errors, namely error analysis (EA) and contrastive analysis (CA). This paper only explains how error analysis is important in the teaching-learning process. It has many advantages when it is learned. EA has been classified into four types: linguistics category taxonomy, surface strategy taxonomy, comparative taxonomy, and communicative effect taxonomy. This study found error as an important tool for teachers and students to observe students’ learning process and learning strategies. ABSTRAK Ada masih banyak siswa yang melakukan error atau mistake dalam pembelajaran bahasa Inggris sebagai bahasa asing (EFL) di Indonesia. Oleh karena itu, hal ini sangat penting untuk mempelajari error. Error itu sendiri sudah lama menjadi perhatian peneliti-peneliti bahasa asing. Fungsi utama dari error itu sendiri adalah bagaimana mendeskripsikan pembelajaran yang terjadi dengan memeriksa hasil siswa. Hal ini terdiri dari ujaran yang benar dan salah. Dalam hal ini, ada dua pendekatan dalam mempelajari kesalahan siswa, yaitu analisis error (EA) dan analisis kontrastif (CA). Makalah ini hanya untuk menjelaskan bagaimana error analisis yang mempunyai banyak pengaruh dalam proses pembelajaran. Error analysis telah dikelompokkan menjadi empat jenis, yaitu kategori linguistik, kategori permukaan, kategori komparatif, dan kategori komunikatif. Temuan penelitian ini menyampaikan bahwa error sebagai sebuah alat yang penting bagi guru dan siswa untuk mengamati proses belajar dan strategi pembelajaran siswa. How to Cite: Irawansyah (2017). Why Study Error?. IJEE (Indonesian Journal of English Education), 4(2), 120-129. doi:10.15408/ijee.v4i2.5972
9
Baecher, Richard E. "SECOND LANGUAGE LEARNING: CONTRASTIVE ANALYSIS, ERROR ANALYSIS, AND RELATED ASPECTS. B. Wallace Robinett and J. Schachter, eds. Ann Arbor, MI: University of Michigan Press, 1983." Studies in Second Language Acquisition 7, no. 2 (June 1985): 266–67. http://dx.doi.org/10.1017/s0272263100005490.
Full text
10
Hubilla, Caprice Katrine Villaflores. "Contrastive Analysis of Students’ Use of Cohesive Devices: A Basis in Designing an Instructional Material." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 33–41. http://dx.doi.org/10.21016/irrc.2015.ju04wf55o.
Full textAbstract:
The aim of this study is to do a contrastive analysis of the dominant errors of Communication Arts 2 students’ use of cohesive devices in English essays. Its four specific objectives are (1) to know the demographic profile of the respondents in terms of academic program, age, available English reading materials and references at home, first language, gender, length of stay in college, number of English courses taken in college and types of school the respondents graduated from; (2) to determine the dominant errors the respondents commit in the use of cohesive devices in essay; (3) to reveal if there is a connection between the respondents’ profile and their use of cohesive devices; and (4) to design an instructional material that will help improve the students’ writing performance. The respondents in the study included fifty-three (53) freshmen college students aged 16-29, taking different academic programs. All of them were enrolled in Communication Arts 2 at STI College for the academic year 2013-2014. They were composed of 37 male students and 16 female students. The research findings are as follows: Academic program of the respondents. The majority of the respondents are HRS students that are 20 out of 53 or 37.7%, followed by 14 (26.4%) BSIT students. Whereas, the least frequency is accounted for is BSCS with only 3.8%; Age. The study reveals that 13 (24.5%) of the respondents are 17 years old; 12 (22.5%) of the respondents are 19 years old; 7 (13. 2%) of the respondents are 18 years old. The least age brackets are 16, 26 and 29 years old. These only accounted for 1.19% of the respondents; Available English reading materials and references at home. The study reveals that 36 (67.9%) of the respondents have a dictionary at home; (66%) of the respondents have a magazine at home; 31 (58.5%) of the respondents have a newspaper at home. Whereas, only 6 (11.3%) of the respondents have a thesaurus at home; Gender. There are more males than females among the respondents in this study. 37 (69.8%) of the respondents are males while 16 (30.2%) are females; First Language. The study reveals that 48 (90.6%) of the respondents use Tagalog as their first language; 3 (5.7%) use Bisaya as their first language; 1 (1.9%) uses Maranao as his first language; 1 (1.9%) uses Waray as his first language; Length of stay in college. The study reveals that 17 (32.1%) of the respondents have been staying in college for 3 semesters and 16 (30.2%) of the respondents have been staying in college for 2 semesters. Only 3 (5.7%) respondents have been staying in college for 7 semesters and 3 (5.7%) have been staying in college for 8 semesters; the Number of English courses taken. The study reveals that that 21 (39.6%) of the respondents have taken two (2) English courses and 18 (34.0%) of the respondents have taken one (1) English course. Only 1 (1.9%) respondent has taken five (5) English courses; Types of school the respondents graduated from. The study reveals that 32 (60.4%) of the respondents graduated from public high schools, while 21 (39.6%) graduated from private high schools; The study reveals that 51 (96.2%) of the respondents committed error in using reference; 43 (81.1%) of the respondents committed error in using conjunction; 15 (28.3) of the respondents committed error in using lexical cohesion; 7 (13.2%) of the respondents committed error in using ellipsis; 2 (3.8%) of the respondents committed error in using substitution. Thus, errors in using references and conjunction are frequently committed by the respondents. In addition, the study reveals that there is no statistical connection between the respondents’ demographic and scholastic profile (academic programs; age; gender; first language; length of stay in college; a number of English courses taken in college; type of school they graduated from) and their use of cohesive devices. The study also reveals that except for thesaurus and lexical cohesion there is no statistical connection between the respondents’ available English reading materials and references at home and the errors committed in the use of cohesive devices. The following inferences are made in the light of the above-mentioned findings: The analysis of the data shows that the respondents’ profile does not affect their writing performance. That means students commit mistakes in the use of cohesive devices regardless of their academic program, age, first language, gender, length of stay in college, number of English courses taken in college, and types of school from which they graduated from. In addition, the available English reading materials and references at home such as a dictionary, journal, newspaper, textbook, and magazine do not have a significant connection with the respondents’ errors in using cohesive devices. However, the findings reveal that there is a significant connection between the respondents with a thesaurus at home and the errors they committed in their essays; All the errors made in learning the L2 could be attributed to ‘interference’ by the L1. Contrastive Analysis could not predict all learning difficulties, but was certainly useful in the retrospective explanation of errors; Differences between two languages affect the way a person produces in the target language because differences among languages cause learning difficulties, and on the other hand, similarities among languages make for ease of learning; The researcher realized that a well-designed instructional material can be used to help improve the students’ writing performance. The following recommendations were made due to the abovementioned findings and conclusions: The Instructors should use supplementary writing materials. They may adapt existing ones or design new ones. The Library should include supplementary writing materials for the students to help and motivate them in writing. The Textbook Authors should adapt their production of English textbooks in order to address the extensive writing materials and activities of the students. The Instructional Designers should include more exercises in the syllabi they make to help the students improve their ability to properly use cohesive devices in writing. The School Administrators should consider this study as an eye-opener regarding the need to raise the level of teaching effectiveness of the faculty, students’ academic performance, and sufficiency in writing materials. The Future Researchers could use error analysis in the use of cohesive devices to make their study profound and wider in scope.
11
Romero, Yanilis, and Milton Pajaro Manjarres. "How Does the First Language Have an Influence on Language Learning? A Case study in an English ESL Classroom." English Language Teaching 10, no. 7 (June 6, 2017): 123. http://dx.doi.org/10.5539/elt.v10n7p123.
Full textAbstract:
This article presents a case study which aims at analyzing the influence that the first language has on the learning of a foreign language. This research was conducted in an ESL classroom from a Language Center in England and was carried out with a Saudi Arabian student during a two-month period. In order to conduct this research, theoretical support about contrastive analysis (CA) and error analysis (EA) were taken into account. The findings of this case study suggested that CA and EA are effective ways to study and understand how the first language (L1) of a learner might have an influence on the learning process in a foreign language. In this particular case study, it was found that this Saudi Arabian learner had a better performance in receptive skills; there were some evidences of U shape learning in this learner and also it was noticed that his handwriting and the use of punctuation marks although good, they needed some improvement.
12
Uribe-Enciso, Olga Lucía, Sol Smith Fuentes Hernandez, Karla Lizeth Vargas Pita, and Anderson Steve Rey Pabón. "Problematic Phonemes for Spanish-speakers’ Learners of English." GIST – Education and Learning Research Journal, no. 19 (December 12, 2019): 215–38. http://dx.doi.org/10.26817/16925777.701.
Full textAbstract:
When learning English, learners might face a challenging task in mastering pronunciation due to differences in both languages such as sound-to-letter correspondence, size of phoneme inventory, allophonic realization of sounds, place and manner of articulation, among others. Therefore, the purpose of this paper is to review both theoretical and research reports on the most problematic sounds for Spanish-speakers English language learners. Approaches to second language learners’ errors like Contrastive Analysis and Error Analysis although being criticized have contributed to identifying likely causes of errors and dealing with them whether anticipating them or providing appropriate feedback on them. Besides, first language interference and age of second language acquisition have been found as complicating factors in the English pronunciation learning process. Finally, some classroom activities have been reported as successful for facilitating English pronunciation in Spanish native speakers.
13
Lan, Yuting. "Interlingual Interfaces in Chinese Language Learning and Its Use: Exploring Language Transfer Errors in Chinese Writing." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 437. http://dx.doi.org/10.17507/jltr.1003.05.
Full textAbstract:
Adopting Dulay, Burt and Krashen (1982), James (1998) and Zheng and Park (2013) 's system of error classification, this study investigates L1 transfer errors from English to Chinese based on Chinese translation texts written by intermediate-level American university students. These errors were identified and co-coded using the NVivo qualitative text analysis software program. For example, 在白天做健康的东西[事情] (do healthy things in the day.). It is coded under the subcategories of noun and misformation. Using obtained data, the NVivo program presents the frequency of error types and their attributes. The findings contribute to both theoretical and pedagogical issues by focusing on error types common to Chinese L2 learners and typically manifested in Chinese written production due to influences from English. Finally, this study sheds light on implications for instruction on different types of errors in classroom and on intercultural ambiguity.
14
Mubarok, Yasir, and Aruna Heli Nur'aisyah. "Native Language Interference in Learning a Second Language." Buletin Al-Turas 26, no. 1 (February 10, 2020): 173–88. http://dx.doi.org/10.15408/bat.v26i1.13797.
Full textAbstract:
The purpose of the research is to identify and investigate grammatical errors of the theses which are written by students’ Department of English Literature at one of the State Universities, Jakarta, Indonesia. The research approach is descriptive qualitative with descriptive analysis. There are five theses that are used as data sources. The data sources are the fourth chapter of the thesis that every chapter contains a conclusion and a suggestion. The study uses a non-contrastive approach by Richards to error analysis. Based on data sources, the authors found 84 errors, which can be divided into 17 types of grammatical errors. There are 29.80% of article errors, 11.90% of punctuation errors, 8.30% of unnecessary words, 6% of spelling errors, 8.30% of spacing errors, 4.80% of subject-verb agreement errors, 6% of parallel structure errors, 1.20% of word order errors, 4.80% of plural errors, 1.2% of word choice errors, 1.2% of preposition errors, 3.6% of missing words errors, 4.8% of run-on sentence errors, 4.8% of to infinitive errors, 1.2% of passive voice errors, 1.2% of capitalization errors, and 1.2% of auxiliaries errors. The results indicate that students make common grammatical errors encouraged or influenced by their first language (L1). Tujuan dari penelitian ini adalah untuk mengidentifikasi dan menyelidiki kesalahan tata bahasa dalam skripsi yang ditulis oleh mahasiswa jurusan Sastra Inggris di salah satu Universitas Negeri, di Jakarta, Indonesia. Pendekatan dalam penelitian menggunakan deskriptif kualitatif dengan analisis deskriptif. Ada lima tesis yang digunakan sebagai sumber data. Sumber data tersebut adalah bab keempat dari skripsi tersebut dimana dalam bab ini berisikan kesimpulan dan saran. Penelitian ini menggunakan pendekatan a non-contrastive dari Richards untuk menganalisis kesalahannya. Berdasarkan sumber data, penulis menemukan 84 kesalahan, yang dapat dibagi menjadi 17 jenis kesalahan tata bahasa. Ada 29,80% kesalahan artikel (article), 11,90% kesalahan punctuation (tanda baca), 8,30% dari kata-kata yang tidak perlu (unnecessary words), 6% kesalahan ejaan (spelling errors), 8,30% kesalahan spasi (spacing errors), 4,80% kesalahan subject-verb agreement, 6% kesalahan struktur paralel (parallel structure), 1,20% kesalahan urutan kata (word order), 4,80% kesalahan jamak (plural), 1,2% kesalahan pilihan kata (word choice), 1,2% kesalahan preposisi (preposition), 3,6% dari kesalahan kata yang hilang (missing words), 4,8% dari kesalahan (run-on sentence), 4,8% dari kesalahan infinitif (to infinitive), 1,2% dari kesalahan kalimat pasif (passive voice), 1,2% dari kesalahan kapitalisasi (capitalization), dan 1,2% kesalahan auxiliaries. Hasil menunjukkan bahwa mahasiswa membuat kesalahan tata bahasa umum dipengaruhi oleh bahasa pertama (L1) mereka. كان الغرض من هذه الدراسة هو الكشف عن الأخطاء النحوية في البحث العلمي الذي كتبه طلاب قسم اللغة الإنجليزية و آدابها في إحدى جامعات الحكومية، بجاكرتا- إندونيسيا. و يستخدم هذا البحث المنهج النوعي الوصفي مع التحليل الوصفي. هناك خمس أطروحات تستخدم كمصادر البيانات. و مصدر البيانات هو الباب الرابع من البحث العلمی الذي يحتوي على استنتاجات واقتراحات. و تستخدم هذه الدراسة مقاربة غير متناقضة من ريتشاردز لتحليل أخطائه. و بناءً على مصدر البيانات، وجد المؤلفون 84 خطأ، والتي يمكن تقسيمها إلى 17 نوعًا من الأخطاء النحوية. و هناك 29.80٪ من أخطاء المقالة، 11.90٪ من علامات الترقيم، 8.30٪ من الكلمات غير الضرورية، 6٪ من الأخطاء الإملائية، 8،30 ٪ أخطاء التباعد، 4.80٪ أخطاء اتفاق الفعل، 6٪ أخطاء بنية متوازية، أخطاء ترتيب الكلمات 1.20٪، أخطاء الجمع 4.80٪ (الجمع)، 1.2٪ من أخطاء اختيار الكلمات، 1.2٪ من أخطاء حروف الجر، 3.6٪ من الكلمات المفقودة، 4.8٪ من جملة الجمل، 4.8٪ من الأخطاء اللانهائية، و 1.2٪ من الأخطاء الصوتية السلبية، و 1.2٪ من أخطاء الكتابة بالأحرف الكبيرة، و 1.2٪ من الأخطاء المساعدة. و تظهر النتائج أن الطلاب الذين يرتكبون أخطاء نحوية شائعة يتأثرون بلغتهم الأولى.(L1)
15
Alduais, Ahmed Mohammed Saleh. "A Comparative and Contrastive Account of Research Approaches in the Study of Language." International Journal of Learning and Development 2, no. 5 (October 20, 2012): 255. http://dx.doi.org/10.5296/ijld.v2i5.2456.
Full textAbstract:
A research, in any field, starts with either a passing idea or a bee in one’s mind. Research in the field of language study, for instance, in all its branches, is a rich area where in hundreds of ideas and problems can be thought of and investigated. Needless to say, the study of language includes generally (linguistics: phonetic, phonology, morphology, syntax, comparative linguistics, etc.), (applied linguistics: pragmatics, sociolinguistics, psycholinguistics, neurolinguistics, biolinguistics, clinical linguistics, experimental linguistics, computational linguistics, mathematical linguistics, forensic linguistics, corpus linguistics, contrastive analysis, discourse analysis, stylistics and error analysis, etc.), and (educational linguistics: language learning, teaching, and acquisition, etc.). Due to this, a certain problem or an idea in any of the above areas can be investigated from different points of view; that is, using either the correlational research approach, case-study, survey, experimental, ethnographic or the large-scale research approach. Actually, it is claimed in this paper that the above mentioned research approaches are different yet alike. This last point, however, is the major aim of this paper where in the six research approaches are compared and contrasted. At last, the researcher claims that no matter what a researcher in language study will follow since this approach fulfills the questions of his or her study logically, scientifically, and comes up with useful and fruitful bits of information and knowledge. Keywords: Research approaches, Language study, Correlational research, Case-study, Experimental study, Survey study, Ethnographic study, Large-scale study, Comparative and contrastive studies.
16
Limuria, Rika. "ERROR ANALYSIS ON INDONESIAN TO CHINESE TRANSLATION OF INDONESIAN STUDENTS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 2 (April 3, 2017): 105. http://dx.doi.org/10.24036/ld.v10i2.6405.
Full textAbstract:
ANALISIS KESALAHAN KARYA TERJEMAHAN PELAJAR INDONESIA DARI BAHASA INDONESIA KE BAHASA MANDARIN AbstractAs China and Indonesia have developed stronger partnership in economics and business, the demand for Chinese-Indonesian bilinguals is increasing. Higher education institutions should answer this demand by providing proficient bilinguals, who would provide a fine translation work. In the process of translation, the translator is demanded to transfer the content from source language (SL) into target language (TL), while obeying the structure of the TL itself. In the process of translating from L1 to L2, the translator might not have problems in understanding the information presented in the SL text, which is his/her L1, but might have difficulties in transferring the information into the TL text, which is his/her L2, especially if the translator him/herself has not reached a high level of L2 proficiency. To understand the difficulties of acquiring L2 and producing fine translation in L2, the writer would conduct an error analysis in the learners’ translation works. The participants of this research are Chinese department’s senior students. The purpose of this research is to find out the influence of learners’ L1 in L1 to L2 translation, define the causes and thus provide suggestion on how to minimize the negative transfer of L1 in the translation learning process.Keywords: Translation, Second Language Acquisition, Error Analysis, Chinese Language LearningAbstrakSeiring dengan perkembangan hubungan ekonomi dan bisnis antara Tiongkok dan Indonesia, permintaan terhadap dwibahasawan Mandarin dan Indonesia juga ikut meningkat. Institusi pendidikan tinggi harus menjawab tantangan ini dengan menyediakan dwibahasawan yang handal, yang mampu menghasilkan karya terjemahan yang berkualitas. Dalam proses penerjemahan, penerjemah dituntut untuk mengalihbahasakan isi dari bahasa sumber ke bahasa sasaran, dengan mematuhi kaidah bahasa sasaran. Dalam proses penerjemahan dari bahasa pertama (B1) ke bahasa kedua (B2), penerjemah tidak akan mengalami kesulitan dalam memahami teks dalam bahasa sumber, tetapi kemungkinan akan mengalami kesulitan saat mengalihbahasakan teks tersebut ke dalam bahasa sasaran, yang merupakan B2, terutama jika penerjemah belum memiliki kemahiran B2 yang memadai. Untuk memahami kesulitan pembelajar dalam menguasai bahasa kedua dan menghasilkan karya terjemahan yang bermutu dalam B2, penulis akan melakukan analisis kesalahan pada karya terjemahan para pembelajar. Objek penelitian ini adalah mahasiswa tingkat akhir program studi bahasa Mandarin. Tujuan dari penelitian ini adalah untuk menemukan pengaruh B1 pembelajar terhadap proses penerjemahan dari B1 ke B2, mencari penyebab kesalahan dan memberikan masukan mengenai cara untuk meminimalisir transfer negatif dari B1 ke B2 dalam proses pembelajaran penerjemahan. Kata Kunci: Penerjemahan, Pemerolehan bahasa Kedua, Analisis Kesalahan, Pembelajaran bahasa Mandarin
17
Neupane, Nabaraj. "Second Language Acquisition as a Discipline: A Historical Perspective." Journal of NELTA Gandaki 2 (December 8, 2019): 55–64. http://dx.doi.org/10.3126/jong.v2i0.26603.
Full textAbstract:
Second language acquisition (SLA) generates and tests the theories concerning the acquisition of languages other than first language (L1) in different contexts. Even if SLA is a nascent discipline, its history is remarkable and helpful to seek the answers to the questions that researchers are raising in the field of second language or foreign language. Based on this context, this article aims to recount the history of the burgeoning discipline that heavily draws from numerous disciplines like linguistics, psychology, sociolinguistics, psycholinguistics, and so on. To achieve the objective, document analysis method has been used. The analysis and interpretation of the available documents exhibit that the traces of SLA were observed in the studies that address the issue of language transfer. Specifically, the diachronic study proves that the development of the discipline has undergone three evolving phases like background, formative, and developmental. The background phase caters for behaviourism, contrastive analysis hypothesis, and the attacks on the fundamental premises of behaviourism. The formative phase deals with Chomsky’s revolutionary steps, error analysis, interlanguane theory, morpheme order studies, and the Krashen’s monitor model that opened up the avenues for further studies of SLA. The developmental phase recounts various studies that have consolidated SLA as a separate discipline.
18
Ndeze, Jean Claude. "Analysis of syntactic errors made by intermediate English learners and the impact of their treatment on the learning progress." KIBOGORA POLYTECHNIC SCIENTIFIC JOURNAL 1, no. 1 (March 24, 2018): 47–61. http://dx.doi.org/10.33618/kpscj.2018.01.008.
Full textAbstract:
This study is an extension of previous researches on fundamental syntactic errors which intermediate English learners make in their English writing. It aims at investigating sources of syntactic errors and how they affect the language learning progress. 82 secondary school students were subjected to two free written 350-word essay tests to back up possible sentence structure errors they make. The questionnaire was also administered to elicit opinions as to what are the error causes and reactions to error treatment strategy. 3647 syntactic errors were pinpointed and classified under four categories: selection, omission, addition and ordering errors. The findings reveals that selection errors outrank the forefront occurring frequently more than other errors (51.93%). Omission errors positionon on the second (26.92%). The next error category visible in learners’ English writing is addition errors cover 13.40% out of 3647 errors computed. The last category is misodrering errors (7.73%). The most predominant errors in all language areas are wrong verb form, wrong choice of verb tense, tense marker omission or unnecessary tense marker addition as well as subject-verb agreement errors. It appears that tenses and verbs are the major problematic areas. Yet not all syntactic errors are the same for all English learners. The major sources of the above errors include rules over-generalizations, language transfer, poor motivation and practices, inherent natural complexity of the language, problem of language input and most importantly error treatment among others. The implications for language teachers are obvious. There is need for a change, for instance, in the techniques with which learners should be exposed to language input, predictable order of materials in Language teaching and new approaches to error treatment
19
Suwastini, N. K. A., and W. G. S. Yukti. "ERRORS ANALYSIS IN SHORT BIOGRAPHY TEXT WRITTEN BY THE 11th GRADE STUDENTS OF A VOCATIONAL HIGH SCHOOL IN SINGARAJA." International Journal of Language and Literature 1, no. 1 (February 28, 2017): 1. http://dx.doi.org/10.23887/ijll.v1i1.9612.
Full textAbstract:
This study was a descriptive qualitative study aimed at analysing types of error and sources of error in the short biography text writings in English language teaching (ELT) context. The subject of this study was 11th Grade of Accounting Department Students of a Vocational High School in Singaraja in the academic year 2015/2016. The instruments in the study were researcher, tabulation table, and interview guide. The textual analysis design was used in this study to gather the data. The students’ errors were analysed according to surface strategy taxonomy by Dulay et al. (1982). This study revealed that misformation was the most frequent errors occurred in the students’ writings, followed by omission, addition, and misordering. Furthermore, the sources of error were identified according to four sources of error by Brown (2007). This study found that interlingual transfer was the main sources of students’ errors, followed by context of learning, interlingual transfer, and communication strategy. Related to these findings, the present study suggested that teachers pay more serious attention to students’ errors by comparing the students’ first language system and the target language system in order to avoid errors.
20
Deng, Fei, and Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 5 (June 23, 2021): 1–16. http://dx.doi.org/10.1145/3457987.
Full textAbstract:
This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.
21
Shport, Irina A. "TRAINING ENGLISH LISTENERS TO IDENTIFY PITCH-ACCENT PATTERNS IN TOKYO JAPANESE." Studies in Second Language Acquisition 38, no. 4 (December 9, 2015): 739–69. http://dx.doi.org/10.1017/s027226311500039x.
Full textAbstract:
The high-variability training paradigm (multiple words, phonetic contexts, and talkers) has been successful for perceptual learning of tone contrasts. Here, it is extended to training native English listeners on Tokyo Japanese pitch-accent contrasts. Participants had no previous experience with lexically contrastive pitch patterns. They learned to identify three pitch patterns in disyllabic Japanese words: 1st-syllable accented, 2nd-syllable accented, and unaccented. Immediate feedback was provided to the training group but not to the control group. The results showed an effect of training on pitch-pattern identification accuracy that was also generalized to new words spoken in new contexts. In contrast, the control group improved only on the 1st-syllable accented pattern. Error analysis suggested that the unaccented pattern is the most difficult to identify. The results are discussed in terms of native language bias and individual bias affecting second language learning in the prosodic domain.
22
Ekwueme, Joekin, Isaiah Ifeanyichukwu Agbo, and Zubairu Bitrus Samaila. "A Reassessment of the Influence of Igbo Segmentals and Their Implications on the Teaching and Learning of English Sounds." Theory and Practice in Language Studies 11, no. 5 (May 1, 2021): 463–68. http://dx.doi.org/10.17507/tpls.1105.01.
Full textAbstract:
This paper reassessed the influence of Igbo segmentals on the teaching and learning of English sounds in the University of Nigeria Nsukka. It aimed to determine the extent to which phonological interference in Igbo language has negatively influenced the teaching and learning of the English phonemes. The study was anchored on Lado’s (1957) theory of Contrastive Analysis Hypothesis (CAH). The data for study were elicited from a ten-item questionnaire which was randomly distributed to 50 First Year students of the Department of English, University of Nigeria, Nsukka. Again, the findings of previous researches were utilized to contrastively augment the primary data. Using both simple percentage system and Lado’s framework, the data were analyzed quantitatively and qualitatively. The results showed that the recommendations of previous researches were yet to be fully implemented because there are still cases of language transfer at the level of phonology, particularly, the segmental level. Thus a good number of suggestions and recommendations were made to alleviate the problem.
23
Bemani Naeini, Ma'ssoumeh. "Articles in English L1–Persian L2 interlanguage: Transferability or task variation?" Global Journal of Foreign Language Teaching 8, no. 1 (March 12, 2018): 45–62. http://dx.doi.org/10.18844/gjflt.v8i1.3225.
Full textAbstract:
Aiming at describing variation in second-language acquisition and particularly, addressing the role of linguistic features and tasks, this paper describes the use of Persian articles in the interlanguage (IL) produced by two adult English L1 learners of Persian L2. Using a combination of contrastive analysis and error analysis, it takes the stand of idiosyncrasy in meaning, rather than form and the notion of specificity-based articles to identify and predict some possible instances of transfer across six elicitation tasks. It also intends to investigate whether any of the contextual features may variably influence the learners’ IL. Providing evidence for the role of transferability from the viewpoint of semantic concerns, results describe the existence of variation in relation to task, rather than just linguistic form in the subjects’ IL system.
Keywords: Articles, English L1, L1 transferability, Persian L2, task-based variation.
24
Yang, Xiaoyu. "A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 603. http://dx.doi.org/10.17507/jltr.1003.24.
Full textAbstract:
It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.
25
Wiannastiti, Melania. "Error Made in Conversation by Indonesian Learners Learning English Based on Syntax and Exchanging Information." Humaniora 5, no. 2 (October 30, 2014): 861. http://dx.doi.org/10.21512/humaniora.v5i2.3179.
Full textAbstract:
In learning a second language or foreign language (L2), learners should master the competences. Normally, L2 learners first should master the linguistic competence which includes the mastery of vocabularies, pronunciation, and grammar. The study is to find out the syntax error made by L2 learners in conversation as well as to find out the exchanging information. The data were the recording conversation of Visual Communication Design students first semester of Binus University joining English Entrant. Error analysis was used to analyze the data. There are two points of view to analyze the data: syntax from taxonomy and exchanging information. Taxonomy employs the error in omission, addition, misinformation, and mis-ordering. Exchanging information point of view employs the error in finite element and mood. The result shows that L2 learners made some errors in grammar and exchanging information because they are influenced by the L1. They tend to transfer from L1 to L2 rather than thinking to create the utterances in L2.
26
Pérez, Sidoní López. "Analysis of Subject-Verb Agreement Errors in Third Person Singular Verb Forms by Spanish University Students: A Corpus-Based Study." International Journal of English Linguistics 11, no. 2 (January 8, 2021): 23. http://dx.doi.org/10.5539/ijel.v11n2p23.
Full textAbstract:
This study is aimed at analyzing subject-verb agreement (SVA) errors with third person singular lexical verbs in the Present Simple by Spanish higher-education students in a computerized learner corpus from Universidad Internacional de La Rioja (UNIR). The corpus is composed of 155 participants and 246 writing samples and it consists of the students’ spontaneous writings in response to a compulsory online forum from the nonlinguistic subject, ICT Tools Applied to the Learning of English, which is included in the curriculum of the Degree in Early Years Education. The SVA errors found in the corpus were classified according to Dulay, Burt and Krashen’s (1982) Surface Strategy Taxonomy, which groups language errors into four different types: omission, addition, misformation and misordering. The results show that the most frequent type of error made by the students is misformation, followed by misordering and by addition, which account for almost 95% of the total number of errors, whereas omission is the least frequent type of error, accounting for only 5% of all the errors. At the same time, the analysis indicates that the errors produced by the students are mainly intralingual, reflecting an inadequate or incomplete learning of the target language, and also interlingual since some errors committed by the learners are related to native language (NL) transfer. These results suggest some pedagogical implications for the teaching and learning of SVA rules which are also included in the paper.
27
Pérez, Sidoní López. "Analysis of Subject-Verb Agreement Errors in Third Person Singular Verb Forms by Spanish University Students: A Corpus-Based Study." International Journal of English Linguistics 11, no. 2 (January 8, 2021): 23. http://dx.doi.org/10.5539/ijel.v11n2p23.
Full textAbstract:
This study is aimed at analyzing subject-verb agreement (SVA) errors with third person singular lexical verbs in the Present Simple by Spanish higher-education students in a computerized learner corpus from Universidad Internacional de La Rioja (UNIR). The corpus is composed of 155 participants and 246 writing samples and it consists of the students’ spontaneous writings in response to a compulsory online forum from the nonlinguistic subject, ICT Tools Applied to the Learning of English, which is included in the curriculum of the Degree in Early Years Education. The SVA errors found in the corpus were classified according to Dulay, Burt and Krashen’s (1982) Surface Strategy Taxonomy, which groups language errors into four different types: omission, addition, misformation and misordering. The results show that the most frequent type of error made by the students is misformation, followed by misordering and by addition, which account for almost 95% of the total number of errors, whereas omission is the least frequent type of error, accounting for only 5% of all the errors. At the same time, the analysis indicates that the errors produced by the students are mainly intralingual, reflecting an inadequate or incomplete learning of the target language, and also interlingual since some errors committed by the learners are related to native language (NL) transfer. These results suggest some pedagogical implications for the teaching and learning of SVA rules which are also included in the paper.
28
Ali Ahmed Qasem, Fawaz. "Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners." Macrolinguistics 8, no. 13 (December 30, 2020): 105–20. http://dx.doi.org/10.26478/ja2020.8.13.7.
Full textAbstract:
Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH) is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological, morpho-syntactic components. For instance, the participants’ dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category, preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.
29
López-Úbeda, Pilar, Flor Miriam Plaza-del-Arco, Manuel Carlos Díaz-Galiano, and Maria-Teresa Martín-Valdivia. "How Successful Is Transfer Learning for Detecting Anorexia on Social Media?" Applied Sciences 11, no. 4 (February 19, 2021): 1838. http://dx.doi.org/10.3390/app11041838.
Full textAbstract:
Anorexia is a mental disorder that involves serious abnormalities in nutritional intake behavior. This behavior leads to significant weight loss, which can lead to severe malnutrition. Specifically, eating disorders exhibit the highest mortality rate of any mental illness. Early identification of anorexia, along with appropriate treatment, improves the speed of recovery in patients. Presently there is a strong and consistent association between social media use and eating concerns. Natural Language Processing, a branch of artificial intelligence, has the potential to contribute towards early anorexia detection in textual data. Currently, there is still a long way to go in the identification of anorexia on social media due to the low number of texts available and in fact, most of these are focused on the treatment of English texts. The main contribution of this paper is the application of transfer learning techniques using Transformer-based models for detecting anorexia in tweets written in Spanish. In particular, we compare the performance between already available multilingual and monolingual models, and we conduct an error analysis to understand the capabilities of these models for Spanish.
30
Rybinski, Maciej, Xiang Dai, Sonit Singh, Sarvnaz Karimi, and Anthony Nguyen. "Extracting Family History Information From Electronic Health Records: Natural Language Processing Analysis." JMIR Medical Informatics 9, no. 4 (April 30, 2021): e24020. http://dx.doi.org/10.2196/24020.
Full textAbstract:
Background The prognosis, diagnosis, and treatment of many genetic disorders and familial diseases significantly improve if the family history (FH) of a patient is known. Such information is often written in the free text of clinical notes. Objective The aim of this study is to develop automated methods that enable access to FH data through natural language processing. Methods We performed information extraction by using transformers to extract disease mentions from notes. We also experimented with rule-based methods for extracting family member (FM) information from text and coreference resolution techniques. We evaluated different transfer learning strategies to improve the annotation of diseases. We provided a thorough error analysis of the contributing factors that affect such information extraction systems. Results Our experiments showed that the combination of domain-adaptive pretraining and intermediate-task pretraining achieved an F1 score of 81.63% for the extraction of diseases and FMs from notes when it was tested on a public shared task data set from the National Natural Language Processing Clinical Challenges (N2C2), providing a statistically significant improvement over the baseline (P<.001). In comparison, in the 2019 N2C2/Open Health Natural Language Processing Shared Task, the median F1 score of all 17 participating teams was 76.59%. Conclusions Our approach, which leverages a state-of-the-art named entity recognition model for disease mention detection coupled with a hybrid method for FM mention detection, achieved an effectiveness that was close to that of the top 3 systems participating in the 2019 N2C2 FH extraction challenge, with only the top system convincingly outperforming our approach in terms of precision.
31
Turay, Dr Momodu. "A Study of The Lexical and Morpho-Syntactic Errors of Fourah Bay College Students." IJOHMN (International Journal online of Humanities) 5, no. 6 (December 10, 2019): 16. http://dx.doi.org/10.24113/ijohmn.v5i6.153.
Full textAbstract:
This study investigates the lexical and grammatical errors in the English usage of some Fourah Bay College students at the University of Sierra Leone. Selinker’s Inter-language Theory (1972) and Corder’s Error Analysis Approach (1981) were used as a theoretical framework in examining the learners’ errors. Data were collected by giving the learners a written composition to work on. From the subjects’ essays, lexical and grammatical errors were extracted and categorized. The lexical errors were categorized into first language transfer and learning induced. The grammatical errors were divided into first language transfer, over-generalisation of target language rules, ignorance of target language rules, false concepts hypothesised and universal hierarchy of difficulty. Recommendations were also offered in order to minimize the learners’ errors.
32
Vujovic, Marija. "Lexico – Semantic Transfer in the Interlanguage of Serbophone Students Learning Italian as L2 and Spanish as L3." Филолог – часопис за језик књижевност и културу 22, no. 22 (December 30, 2020): 178–96. http://dx.doi.org/10.21618/fil2022178v.
Full textAbstract:
Lexical transfer, ie the influence of the student's knowledge of a word of one language on the knowledge or use of words in the target language is an important cognitive process in learning a new language students often use as a compensation strategy. This paper deals with errors in the interlanguage of L1 Serbian students learning two typologically similar languages: Italian and Spanish, which arose as a consequence of lexico - semantic transfer. The most frequent errors caused by lexico - semantic transfer were identified and classified by the method of error analysis. An extremely large number of cases of lexico-semantic transfer were found in the corpus. All errors are classified into five categories: loan translations, semantic extension, cognates or false friends, hybrids and complete language shifts. In all cases, the negative lexical transfer occurred with words that are similar in Italian and Spanish. The errors in the written production in Spanish did not originate from the typologically distant, although the most dominant language of the students - Serbian as L1, but from the typologically similar Italian as L2. This proves the hypothesis that in typologically similar languages, lexical transfer is the most common and also that the factors of language distance and psychotypology are the key linguistic factors that will cause the transfer. Moreover, this kind of transfer was mainly used as a compensation strategy that students relied on to fill lexical gaps in situations where they did not have sufficient knowledge of the target language. Among the lexical errors, the largest number concerns cognates or false friends and hybrids. On the other hand, examples of loan translations or calques and semantic extensions were not frequent, so we conclude that the transfer of form (lexical transfer) is more frequent than the transfer of meaning (semantic transfer).
33
Aristiawan, Danul. "INVESTIGATING STUDENTS ERRORS IN DESCRIPTIVE WRITING AT SECOND SEMESTER STUDENTS AT STIKES YARSI MATARAM." Journal of Languages and Language Teaching 7, no. 2 (November 6, 2019): 144. http://dx.doi.org/10.33394/jollt.v7i2.1962.
Full textAbstract:
Analyzing the errors is one of the appropriate ways to use to show the true proficiency level of the target language that students learn at a particular time. By conducting analysis on grammatical errors, the teacher can conclude the most frequent of errors which are often made by students then, teachers can arrange the more effective and interesting strategies in teaching grammatical rules. This research was aimed to elaborate on kinds of students errors and possible causes of in writing a descriptive text. The instruments used for this research are writing tasks and questioner. This research was a descriptive qualitative method because the data of this research is in the form of sentences and paragraphs. The data gotten were then analyzed by using surface taxonomy strategy. The result of this research, It was found four types of errors in the students writing. Those are omission error, addition error, misformation error, and misordering error. Omission and misformation error is the most frequent of errors found in the text. Whereas, the sources of error found in this research are interlingual transfer, intralingual transfer, the context of learning and communication strategies. Based on the analysis researcher found that interlingual and context learning is the dominant cause of the error. The researcher can deliver suggestion especially to the teacher, they should give the clear explanation about the different rules both Indonesian and English, the teacher should emphasize the concepts of the verb tenses because the most frequent of errors relate to use subject-verb agreement.
34
IMENE, Ksentini. "Problèmes d’interférences arabe/français dans les productions écrites d’élèves de secondaire." FRANCISOLA 3, no. 2 (March 2, 2019): 114. http://dx.doi.org/10.17509/francisola.v3i2.15745.
Full textAbstract:
RÉSUMÉ. L’expression écrite est une activité complexe qui occupe une place importante dans l’enseignement/apprentissage du français langue étrangère en Algérie. Enseigner le français aux arabophones donne lieu à des contacts entre l’arabe langue maternelle et le français langue étrangère. Ces contacts engendrent des erreurs qui influencent les écrits des apprenants. Cet article vise à repérer, analyser et comprendre les erreurs interférentielles dans les productions écrites des élèves algériens. Le but ultime étant d’y remédier. Pour ce faire, une analyse d’erreurs sera appliquée à un corpus de 30 copies de productions écrites réalisées par des élèves de 3éme année secondaire ainsi qu’une analyse contrastive des systèmes des deux langues en question : l’Arabe et le Français. L’analyse des données recueillies a révélé que ce problème pourrait être provoqué par 3 facteurs : les pratiques scripturales des élèves notamment la difficulté de mettre en œuvre les étapes du processus de production textuelle, les confrontations des deux systèmes linguistiques arabe et français au moment de l’apprentissage ainsi que les pratiques enseignantes, telle que l’évaluation, qui ne ciblent pas les erreurs interférentielles. Mots-clés : contact des langues, erreurs, évaluation, interférences, langue étrangère, langue maternelle, production écrite. ABSTRACT. Written expression is a complex activity that occupies an important place in the teaching / learning of French as a foreign language in Algeria. Teaching French to Arabic speakers leads to contacts between Arabic mother tongue and French as a foreign language. These contacts generate errors that influence student’s writings. This article aims to identify, analyze and understand interferential errors in the written productions of Algerian students. The ultimate goal is to fix it. To do this, an analysis of errors will be applied to a corpus of 30 copies of written productions made by students of the 3rd year secondary as well as a contrastive analysis of the systems of the two languages in question: Arabic and French.The analysis of the collected data revealed that this problem could be caused by 3 factors: the scriptural practices of the pupils notably the difficulty to implement the stages of the process of textual production, the confrontations of the two linguistic systems Arabic and French also to teaching practices, such as evaluation, that do not target interferential errors. Keywords: error, evaluation, foreign language, interference, language contact, mother tongue, written production.
35
El-dali, Hosni. "DOES FORM-FOCUSED INSTRUCTION AFFECT L2 LEARNERS PERFORMANCE? FOCUS ON GRAMMATICALLY JUDGMENTS." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 57–100. http://dx.doi.org/10.5750/bjll.v3i0.24.
Full textAbstract:
It is one of the goals of research in applied linguistics to gain insight into the process and mechanisms of second language acquisition. The cornerstone and the single most fundamental change in perspective on the nature of language and language learning is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. The present study has two goals. First, it aims at investigating advanced students’ metalinguistic ability in solving multidimensional grammatical problems. Second, it is, also, an attempt to highlight the role of focus on form instructions in shaping L2 learners’ performance. The subjects of the present study were forty Egyptian students who were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. The instrument of this study consisted of (1) pre-test; (2) post-test; and (3) individual interviews. Two tasks were used: (1) “Sentence Completion” task, and (2) “Error Recognition and Correction” task. In the first task, a list of 15 incomplete sentences was given to the subjects who were asked to choose the word or phrase to complete the sentence. The focus, in this task, was on the meaning of the sentence rather than the form, although accurate understanding of the formal properties of language is a must. In the second task, students were asked to detect the word or phrase that must be changed in order for the sentence to be correct. A list of 25 sentences was given to the subjects who worked on this task twice. In the pre-test, no word or phrase was underlined; it is an example of the unfocused correction type. In the post-test, the same sentences were given to the subjects, with four words underlined, and marked (A), (B), (C) and (D). It is an example of the focused correction type. Finally, students were interviewed to explain and comment on their performance in the previous tasks. The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.It is one of the goals of research in applied linguistics to gain insight into the process and mechanisms of second language acquisition. A correct understanding of these processes and mechanisms is a prerequisite for an adequate didactic approach. Relatedly, Morley (1987) points out that during the last twenty years ideas about language learning and language teaching have been changing in some very fundamental ways. Significant developments in perspectives on the nature of second language learning processes have had a marked effect on language pedagogyThe cornerstone and the single most fundamental change in perspectives on the nature of language and language learning in recent years is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. Accordingly, the focus of second language study has shifted from a prominence of contrastive analysis in the 1940s and 1950s and error analysis in the 60s and 70s to interlanguage analysis in the 70s and 80s. Interlanguage analysis is marked today by “a variety of investigations looking at diverse aspects of learner language” (Morley, 1987: 16). In this connection, Gass (1983: 273) points out that “it is widely accepted that the language of second language learners, what Selinker (1972 has called ‘interlanguage’ or what (Gass, 1983) has called ‘Learner-language’ is a system in its own right.” To understand such a system, we should focus on discovering how second language (L2) learners evaluate and correct their own or other people’s utterances, an issue that will be explored in the present study. In other words, the major point of interest here is L2 learners’ linguistic intuitions and the role of focus on form instruction in making grammaticality judgments.
36
Ahlberg, Aija Katriina, Kenneth Eklund, Suzanne C. S. A. Otieno, and Lea Nieminen. "From abugida to alphabet in Konso, Ethiopia." Written Language and Literacy 22, no. 1 (November 20, 2019): 1–32. http://dx.doi.org/10.1075/wll.00018.ahl.
Full textAbstract:
Abstract This study examines the interplay between phonological awareness and orthography in Konso, a Cushitic language in Southwest Ethiopia. Thirty-two adults reading the Konso abugida but with minimal exposure to alphabetic literacy completed an orally administered phoneme deletion task. The responses were then examined using the minimal edit distance hypothesis (Wali, Sproat, Padakannaya & Bhuvaneshwari, 2009) as a framework for the analysis. The results suggest that the difficulty of a deletion was related to the way the phoneme was represented in the Konso abugida. Content-based error analysis of the incorrect responses gave indications of how Konso abugida readers’ processing of sounds is linked to Konso abugida sound-symbol relationships. The Konso language community is undergoing a change in their writing system from abugida to alphabetic writing. As abugida symbols primarily denote consonant-vowel sequences, the change requires learning new sound-symbol mappings. By examining Konso abugida readers’ phonemic awareness the study contributes to developing transfer literacy teaching methods from abugida to alphabetic writing in Konso and elsewhere.
37
Aziz, Zulfadli A., Siti Sarah Fitriani, and Zahria Amalina. "Linguistic errors made by Islamic university EFL students." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 735–48. http://dx.doi.org/10.17509/ijal.v9i3.23224.
Full textAbstract:
In a writing activity students are required to transfer their knowledge to express their ideas on both what to say and how to say it. The difficulties in applying this knowledge have become obstacles for learners in constructing good writing. Consequently, these obstacles may cause the students to make errors. By adopting the notions of Error Analysis (EA) and the Surface Strategy Taxonomy as the theoretical frameworks, this study investigates the types of linguistic errors produced by the students. Along the way the sources behind the errors were also analyzed. This study employed the qualitative method design in which the case study approach was utilized. Ellis’ five-step procedure of EA was adopted to analyze the data of essays comprising of 150-300 words written by 23 EFL students of the fourth-semester at English Department at a state university. They were purposively selected as the participants of this study. It was found that omission was the most frequent errors identified in the students’ writings. Overall, 122 (63%) cases out of 195 cases were categorized under this type of errors. The number marker, verb-tense, article, preposition, subject-verb agreement, and pronoun were the categories of frequent errors made by the students, respectively. These were followed by addition (18%), misformation (15%), and misordering (5%). Significance to the source of errors, intralingual transfer turned out to be the main reason that provoked the blunder in the students’ writings. It was apparent that some of the interlinguistic contrast was the reason behind the errors. It appeared that the diverse systematical concept between the Indonesian language and English in terms of verb conjugation factor, inflectional morpheme, and auxiliary-verb abandonment were the strong contenders of the error sources. Additionally, interlingual transfer and context of learning also took part for the reason behind the errors.
38
Ristati. "The Difficulties in Pronunciation of Fricatives [f] and [v] by Learners of English Whose First Language is Dayak Ngaju: Applied Linguistics." International Journal of Linguistics, Literature and Culture 3, no. 1 (January 22, 2017): 37. http://dx.doi.org/10.21744/ijllc.v3i1.361.
Full textAbstract:
This paper aims to describe (1) the difficulties in pronouncing [f] and [v] by the learners of English whose first language is Dayak Ngaju, (2) constraints that cause difficulty in learning English pronunciation, and (3) the application of drill method as an attempt to solve the problem of learning English pronunciation. This study is included in applied linguistics. Problem identification is done by using contrastive analysis. The approach used is qualitative and quantitative descriptive approach. The instruments used to collect data research are a test, observation, and interview. Location of the study is in SMA PGRI Palangka Raya. Based on the pre-test result, the learners’ mastery level only 60% (under the minimum completeness criteria or KKM). The learners pronounce the sound fricative [f] and [v] à [p]. While the factors that cause difficulty are the phonological interference (interlingual transfer). As for extra-lingual factors are (1) the teachers of English have a lack of knowledge in English pronunciation, (2) the strategy applied in teaching pronunciation is not right, and (3) facility and infrastructure are inadequate, as there are no video, LCD, and language laboratory. The effort done to solve the difficulties of English pronunciation are first, the teachers follow workshop on English phonetics and phonology along with the strategy used to teach pronunciation, that is drill method. Secondly, the teachers apply drill method in pronunciation class in the form of Classroom Action Research (CAR). After the treatment is given in the form of CAR, then the mastery level is increased, it has reached 75% (already reached KKM). The learners of English pronounce correctly English sounds [f] and [v].
39
Sun, Kun. "Teaching English-Chinese textual translation strategies." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 2 (June 21, 2019): 286–315. http://dx.doi.org/10.1075/babel.00097.sun.
Full textAbstract:
Abstract The topic-chain is a typical characteristic used to distinguish Chinese discourse from other languages, such as English. By studying how to make use of the topic-chain, one learns how to decipher English into natural and idiomatic Chinese translation. The idea of using topic-chains to explore English-Chinese (E-C) textual translation is relatively new to translation studies. As such, this paper provides a detailed account of cross-linguistic differences between English and Chinese, with regard to the topic-chain, as well as the differences between the topic-chain model and the approach of thematic progression theory. This study, based on contrastive analysis, constructs a model consisting of specific procedures that are simple and easy to use, thereby making English-Chinese textual translation a more manageable process. Use of topic-chain strategies will promote the efficiency and quality of E-C translation, and allow for Chinese translated text to be more idiomatic. This paper provides an overview of effective textual translation strategies that are useful both for translators and the field of translation studies as a whole. It addresses how to teach translation effectively to students, providing practical theory and practice for pedagogical instruction. Meanwhile, an experiment conducted provides the evidence that topic-chain for pedagogical instruction is significantly valid. The pedagogical design of these strategies emphasizes the training of students’ textual awareness and targets language-sensitive awareness. It is assumed that didactics can help students gain bilingual competence and strengthen their core transfer competence. This study, therefore, is significant not only in exploring the benefits and uses of textual translation studies, but has practical value when applied directly to translation learning and teaching.
40
Chandar, Sarath, Mitesh M. Khapra, Hugo Larochelle, and Balaraman Ravindran. "Correlational Neural Networks." Neural Computation 28, no. 2 (February 2016): 257–85. http://dx.doi.org/10.1162/neco_a_00801.
Full textAbstract:
Common representation learning (CRL), wherein different descriptions (or views) of the data are embedded in a common subspace, has been receiving a lot of attention recently. Two popular paradigms here are canonical correlation analysis (CCA)–based approaches and autoencoder (AE)–based approaches. CCA-based approaches learn a joint representation by maximizing correlation of the views when projected to the common subspace. AE-based methods learn a common representation by minimizing the error of reconstructing the two views. Each of these approaches has its own advantages and disadvantages. For example, while CCA-based approaches outperform AE-based approaches for the task of transfer learning, they are not as scalable as the latter. In this work, we propose an AE-based approach, correlational neural network (CorrNet), that explicitly maximizes correlation among the views when projected to the common subspace. Through a series of experiments, we demonstrate that the proposed CorrNet is better than AE and CCA with respect to its ability to learn correlated common representations. We employ CorrNet for several cross-language tasks and show that the representations learned using it perform better than the ones learned using other state-of-the-art approaches.
41
He, Zixuan, Xiangming Fang, Nathan Rose, Xiaodong Zheng, and Scott Rozelle. "Rural minimum living standard guarantee (rural Dibao) program boosts children's education outcomes in rural China." China Agricultural Economic Review 13, no. 1 (January 8, 2021): 54–77. http://dx.doi.org/10.1108/caer-05-2020-0085.
Full textAbstract:
PurposeTo combat poverty in China's rural areas, Chinese government has established an unconditional cash transfer program known as the Rural Minimum Living Standard Guarantee (Rural Dibao) Program. Interestingly, despite the importance of education in breaking cycles of poverty, little is known about Rural Dibao's impact on rural children's education. This study investigates Rural Dibao's impact on rural children's learning outcomes by first examining targeting issues within the program, exploring a causal relationship between Rural Dibao and learning outcomes, and then exploring potential mechanisms and heterogeneous effects.Design/methodology/approachFixed effects model and propensity score weighting method and data from China Family Panel Studies (CFPS) from the years 2010 and 2014 were used.FindingsThe results suggest that the Rural Dibao program suffers from high levels of targeting error, yet is still effective (i.e., program transfers generally still go to people in need). The fixed effects and propensity score weighting models find that program participation raises rural children's standardized test scores in CFPS Chinese-language and math tests. In investigating mechanisms, increased education expenditure seems to connect Rural Dibao participation to increased learning results. The heterogeneity analysis shows that poorer, non-eastern, not left behind, younger or male children benefit from the program (while others have no effect).Originality/valueThese findings suggest that Rural Dibao participation boosts rural children's learning, which could indicate a long-term anti-poverty effect, and that if the program can resolve targeting problems, this effect could be even greater.
42
Sepua, Chuene D., and Charles C. Mann. "Possible effects of previously-acquired languages on L3 learning: A study of Northern Sotho at a university of technology in Pretoria." Journal for Language Teaching 51, no. 1 (July 5, 2021). http://dx.doi.org/10.4314/jlt.v51i1.2.
Full textAbstract:
This study investigates the manifestation of Transfer or Cross-Linguistic Influence (CLI) from language learners’ previouslyknown languages in the learning of a third language, Northern Sotho, by examining errors identified in their written productions in the target language. Data for the study was gathered from first year university students learning Northern Sotho L3, with a roughly homogeneouslanguage background of isiZulu L1 and English L2 (elicitation tasks and questionnaires), and from three of their lecturers (interviews). The focus of the study was to determine whether the subjects produced patterns in their interlanguage that could be traced to one or both of their previously-known languages. Contrastive Analysis (CA) and Error Analysis (EA) techniques were used in the analyses of the learners’interlanguage (IL), to identify and quantify the errors, as well as to compare and contrast the three language systems at play in the learners’ minds, so as to pinpoint the possible source languages of the transfer. The findings indicate that most errors relating to spelling,vocabulary, and grammar, in general, showed evidence of prevalent influence from the language learners’ previouslyknown Black South African language (isiZulu L1), with no visible evidence of influence from English L2.
43
Vâlcea, Cristina Silvia. "First language transfer in second language acquisition as a cause for error-making in translations." Diacronia, no. 11 (June 10, 2020). http://dx.doi.org/10.17684/i11a161en.
Full textAbstract:
Starting from Lord (2008), who claims that ‘many researchers study the effects of L2 on mother tongue, but few researchers analyze the effects of mother tongue on L2’, I have decided to analyze in this piece of research the errors produced by Romanian students when translating tense-based sentences from Romanian into English, in order to establish whether or not the errors are produced as a consequence of the transfer of the grammar knowledge of the students from their mother tongue on L2 or, why not, if the errors occur as a result of other factors. It is often claimed that, when students transfer grammar knowledge from L1 into L2, errors may occur due to the structural grammar differences between the source and the target language. From this point of view, important differences between the Romanian and the English verb system (the aspect, the temporal sequentiality as reflected in posteriority, simultaneity and anteriority) might reveal in the end that Romanian students that learn English as a foreign language transfer in English structures and forms from Romanian, which inevitably leads to errors. When analyzing the reasons that lead to error making when learning a foreign language, linguists, didacticians and methodologists claim that the interference between the mother tongue (Romanian, in this case) and the newly learnt language (English) is an important source for making errors. Linguistic interference, also known as language transfer, refers to the transfer of linguistic features between languages, emphasizing the fact that the transfer can be either positive or negative. Positive linguistic transfer (target-like use of L2) is when the grammatical structure or element is the same in both languages and consequently, the produced outcome is correct. On the contrary, negative linguistic transfer (non-target-like use of L2) is when the grammatical structure is different from one language to the other and the outcome breaks the linguistic laws in the target language. The theoretical approach that deals with the analysis of the differences and similarities between languages is contrastive analysis which has demonstrated that when two languages are more distinct, the likelihood of greater negative transfer is all too possible. That implies that any two languages which have more similar grammatical rules would expectedly result in positive transfer. Contrastive analysis proves its usefulness especially in the teaching-learning process; firstly, the teacher must be aware of the differences between the students’ first language and their L2 in order to help students overcome difficulties when learning a foreign language and to reduce the number of transfer errors that students might produce. Secondly, the students need to become themselves aware of these differences so that they make fully-informed linguistic decisions. Thus, this is a predictive method of knowing beforehand what might lead to errors when Romanian students translate from Romanian into English. Nevertheless, teaching should not be based on this comparative analysis as the only way of teaching students.
44
Dangzeng, Zhuoma. "A Study on the Influence of Positive Transfer of Mother Tongue on Tibetan College Students’ Foreign Language Learning." Journal of Contemporary Educational Research 5, no. 4 (May 6, 2021). http://dx.doi.org/10.26689/jcer.v5i4.2087.
Full textAbstract:
Nowadays, the studies on the language transfer are more concerning the impact of Chinese language on English learning. Very few of them are on the phenomenon of negative transfer of Tibetan language to the Tibetan students’ English learning under the trilingual(TIbetan, Chinese and English) environment. The author had a detailed analysis to the Tibetan students’ writing composition on the basis of language tranfer theories such as markedness, interlanguage hyposthesis, and etc. And figure out the main grammatical errors in their compositions through the method of Error Analysis. Contrastive Analysis is also used to have comparison among the Tibetan, Chinsed and English, and individual interview as well, the reasons for the grammatical errors are figured out. The major findings of this research are as follows: The grammatical errors emerged in the Tibetan English major students’ composition writing is in many fields, which includes omission, collocation, single and plural form of noun, subject - predicate concord, negative , possessive , relative clause and inverted sentence; Here is the reason for these grammatical errors: various thinking modes, in short of comparisons among the three languages and inadequate input. The methods can be applied to resolve are: language instructors should intsruct language learners propers through having comparison between the three languages and more importantly, strengthenging the students’ comprehensible and adequate input the learner langauge.
45
"Language learning." Language Teaching 37, no. 3 (July 2004): 194–97. http://dx.doi.org/10.1017/s0261444805232391.
Full textAbstract:
04–358 Bishop, Graham (Open U., UK), First steps towards electronic marking of language assignments. Language Learning Journal (London, UK), 29 (2004), 42–46.04–359 Coniam, David and Wong, Richard (Chinese U. of Hong Kong; Email: coniam@ cuhk.edu.hk). Internet Relay Chat as a tool in the autonomous development of ESL learners' English language ability: an exploratory study. System (Oxford, UK), 32, 3 (2004), 321–335.04–360 Cooke, Melanie, Wallace, Catherine, with Shrubshall, Paul. Inside Out/Outside In: a study of reading in ESOL classrooms. Language Issues (Birmingham, UK), 16, 1 (2004), 7–12.04–361 Dewey, Dan (U. of Pittsburgh, USA; Email: ddewey@pitt.edu). A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Studies in Second Language Acquisition (New York, USA), 26 (2004), 303–327.04–362 Ferris, Dana R. (California State U., Sacramento, USA). The grammar correction debate in L2 writing: where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of Second Language Writing (New York, USA), 13, 1 (2004), 49–62.04–363 Gaskell, Delian and Cobb, Thomas (U. de Québec à Montréal, Canada; Email: cobb.tom@uqam.ca). Can learners use concordance feedback for writing errors?System (Oxford, UK), 32, 3 (2004), 301–319.04–364 Goldstein, Lynn M. (Monterey Institute of International Studies, California, USA). Questions and answers about teacher written commentary and student revision: teachers and students working together. Journal of Second Language Writing (New York, USA), 13, 1 (2004), 63–80.04–365 Hall, Kathy, Allan, Christine, Dean, Jacqui and Warren, Sue (Leeds Metropolitan U., UK; Email: k.hall@lmu.ac.uk). Classroom discourse in the Literacy Hour in England: a study of two lessons. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 284–297.04–366 Ivanič, Roz (Lancaster U., UK; Email: r.ivanic@lancs.ac.uk). Discourses of writing and learning to write. Language and Education (Clevedon, UK), 18, 3 (2004), 220–245.04–367 Kapp, Rochelle (U. of Cape Town, South Africa; Email: rkapp@ched.uct.ac.za). ‘Reading on the line”: an analysis of literacy practices in ESL classes in a South African township school. Language and Education (Clevedon, UK), 18, 3 (2004), 246–263.04–368 Kubota, Ryuko and Lehner, Al (U. of North Carolina, USA; Email: rkubota@email.unc.edu). Toward critical contrastive analysis. Journal of Second Language Writing (New York, USA), 13, 1 (2004), 7–27.04–369 McNamara, Danielle S. (U. of Memphis, USA; Email: d.mcnamara@mail.psyc.memphis.edu). SERT: self-explanation reading training. Discourse Processes (New York, USA), 38, 1 (2004), 1–30.04–370 Mokhtari, Kouider, and Reichard, Carla (Miami U., Ohio, USA; Email: mohktak@muohio.edu). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System (Oxford, UK), 32, 3 (2004), 379–394.04–371 Mori, S. (Kinki U., Japan; Email: squiddly@leto.eonet.ne.jp). Significant motivational predictors of the amount of reading by EFL learners in Japan. RELC Journal (Singapore), 35, 1 (2004), 63–81.04–372 O, K-M. (Dongduk U., Korea, Email: kmo@dongduk.ac.kr). Individualized Teacher-Student Interaction in EFL Writing Class: Action Research. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 99–126.04–373 Pulido, Diana (Washington State U., USA; Email: dpulido@wsu.edu). The relationship between text comprehension and second language incidental vocabulary acquisition: a matter of topic familiarity?Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 469–523.04–374 Sasaki, Miyuki (Nagoya Gakuin U., Japan; Email: sasaki@ngu.ac.jp). A multiple-data analysis of the 3.5-Year development of EFL student writers. Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 525–582.04–375 Walczyk, Jeffrey J., Marsiglia, Cheryl S., Johns, Amanda K. and Bryan, Keli S. (Louisiana Tech U., USA; Email: Walczyk@latech.edu). Children's compensations for poorly automated reading skills. Discourse Processes (New York, USA), 37, 1 (2004), 47–66.04–376 Walter, Catherine (Institute of Education, U. of London UK). Transfer of reading comprehension skills to L2 is linked to mental representations of text and to L2 working memory. Applied Linguistics (Oxford, UK), 25, 3 (2004), 315–339.04–377 Wang, Xiang (Jiangsu U., PR of China). Encouraging self-monitoring in writing by Chinese students. ELT Journal (Oxford, UK), 58, 3 (2004), 238–246.
46
Khansir, Ali Akbar, and Farhad Pakdel. "Contrastive Analysis Hypothesis and Second Language Learning." Journal of ELT Research, February 27, 2019, 35. http://dx.doi.org/10.22236/jer_vol4issue1pp35-43.
Full textAbstract:
This article aims to provide an overview of some of the issues related to contrastive analysis hypothesis in second language learning. Contrastive hypothesis is one of the branches of applied linguistics which concerns with the study of two systems of languages between first language and target language. Contrastive hypothesis has fairly played an important role in language studies. Thus, in recent years, contrastive analysis has been used in language teaching contexts, syllabus design, and language classrooms by language teachers over the world. Many research works have been done by many language researchers in different aspects of contrastive hypothesis and also error analysis in the world. Language teachers always see contrastive analysis as a pedagogical imperative in target language and they use it as a functional approach in language classroom. However, contrastive hypothesis follows the errors of language learners in second language education.
47
Kissová, Olga. "CONTRASTIVE ANALYSIS IN TEACHING ENGLISH PRONUNCIATION." SWS Journal of SOCIAL SCIENCES AND ART 2, no. 1 (November 13, 2020). http://dx.doi.org/10.35603/ssa2020/issue1.03.
Full textAbstract:
The objective of the work is the application of contrastive approach in teaching English to analyse the pros and cons of the contrastive method in teaching foreign language pronunciation to young learners compared to non-contrastive (monolingual) method used at our Slovak primary schools. This article determines the dominant influence of the learner’s mother tongue/native language (L1) in the process of learning/teaching pronunciation foreign/second language (L2) and by using contrastive approach tries to enhance positive transfer from the L1 and the reduction of possible negative transfer from L1 to L2 using appropriate teaching techniques and effective tools. The study will be carried out on English language non-native teachers working at a public and private Slovak primary school to find out their needs in the field of teaching pronunciation (questionnaires) and will be focused on quasi-experimental pupils’ group trained separately with and without contrastive approach before recording them and analysing the results. The experimental group will be trained in cognitive contrastive approach concerning segmental, suprasegmental and prosodic phonetics systems comparing Slovak and English languages sound systems. The control group will be trained by using imitative-intuitive ways with the same texts in reading and free speaking topics as the first group. Both qualitative and quantitative data collection techniques will be used in the study and the triangulation of research methods will be finished by contend analyses of mainly used English textbooks which are mail regular sources for learning/teaching pronunciation.
The most important will be the practical output for teachers and pupils in creating specially designed pronunciation concerned materials for meeting specific needs of our Slovak primary school level determining the influence and interference of Slovak mother tongue in learning/teaching pronunciation.
48
Dawud. "PROSEDUR ANALISIS KESALAHAN BERBAHASA." Diksi 15, no. 1 (November 4, 2015). http://dx.doi.org/10.21831/diksi.v15i1.6559.
Full textAbstract:
An error in language use is an instance of using language in a way whichdiverges from the norms of the target language. Such errors are natural phenomenain the process of language learning. Analyses of such errors have three importantfunctions: a pedagogical function, a methodological function, and a facilitativefunction in a process of language acquisition. Such an analysis is done by goingthrough the procedure of collecting language learners' language samples,identifying the errors, then describing them, and finally explaining them.Keywords: errors in language use, error analysis, contrastive analysis
49
Tuerah, Ignatius Javier C., Jeane Tuilan, and Sandra Rakian. "Syntactical Error on Students’ Descriptive Composition." Journal of English Language and Literature Teaching 2, no. 02 (November 3, 2017). http://dx.doi.org/10.36412/jellt.v2i02.43.
Full textAbstract:
This study tries to identify types and causes of errors committed by students of English department at Language and Arts Faculty in their compositions. The compositions were descriptive in nature written by twenty-two fifth- semester students based on a predetermined topic. The data obtained was identified and then categorized to determine the types of and causes of errors. The data analysis indicated that there were ten types committed by the subjects. These ten types of errors are due to four potential causes of errors: intra-lingual transfer, insufficient learning/teaching, incomplete application of target language rules, and the nature of the target language system/rules.Key words: errors, intra-lingual transfer, composition
50
Nikolenko, Oksana, Maryna Rebenko, and Natalia Doronina. "Academic Literacy: The Analysis Of First-Year Ukrainian University Students’ Errors In Essay Writing." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1Sup1 (May 15, 2021). http://dx.doi.org/10.18662/rrem/13.1sup1/396.
Full textAbstract:
Ukrainian undergraduate students face challenges in demonstrating high-level proficiency in most of their academic writing. As an integral part of academic achievement, writing skills are essential for success at the various levels of students’ future career paths. Thus, academic literacy has raised considerable attention to teaching English as a second language. This study explores the writing competence level of 90 first-year students of Computer Science and Cybernetics Faculty at Taras Shevchenko National University of Kyiv and analyzes essay errors that are identified, classified and explained. The study describes the main categories of errors and reveals the causes of their production. It is evaluated that the major types of errors committed in students’ writing are: word choice, word spelling, verb tense, articles, and prepositions. We consider that the main reasons for errors are the native language interference, the lack of English academic writing knowledge and insufficient English grammar and functional use practice. Focusing on the importance of encouraging students to develop their academic literacy, we defined the approaches and strategies that can help teachers and language learners to overcome difficulties in writing. After defining the essay errors, the students were given a set of tips on academic writing proficiency and presented with contrastive L1-L2 comparisons, which resulted in significant improvement of the required academic writing skills. Finally, we measured the impact value of error difference aimed at describing the relationships between pre-analysis and post-analysis writing. Learning academic writing literacy may be an appropriate way to arise overall disciplinary literacy with the students.