Academic literature on the topic 'Interlingual errors'

ABSTRAK: This study analyzes such interlanguage errors in five private English students with low school grades. That is why some of these students' interlingual errors are easy to spot. The use of English must take place during a private course in English. This can happen from teacher to student or from student to teacher, or it can occur when certain written activities are completed by students. This study found evidence that English was still used at the Interlanguage (IL) level because although they used English, some students still had interlingual errors, such as the use of To Be, prepositions and adjectives / nouns, etc. This study also finds a technique by which teachers solve the interlingual error problem by using Drill method, which allows them to repeat the use of To Be, adjectives, etc. Keywords: Second Language Acquisition, Interlingual Errors, Drill Method

<p>This research aimed to identify types of translation errors and to find out the sources of errors (interlingual and intralingual errors) in Indonesian-English translation written by the students. The type of this research was descriptive research which used Error Analysis procedures to identify and analyze the students’ error. The findings showed that the types of grammatical errors made by the students in their translation were three types, namely global errors, local errors, and other errors. The most frequent error made by the students was local errors and the fewest error made by the students was other errors. Then, this research revealed that mostly errors occurred in students’ translation were caused by intralingual error. Meanwhile, only few errors were caused by interlingual error. The errors occured due students’ incomplete knowledge of the target language.</p>

<p class="abstrak"><em>This study aims to investigate the occurrence of errors committed by EFL learners in their composition in terms of interlingual and intralingual errors. The setting of the study was a state Islamic university in Banjarmasin South Kalimantan, Indonesia. The research participants were undergraduate students majoring in English Education. Data were collected </em><em>through</em><em> documentation of students’ composition and analyzed based on Corder’s Error Analysis (EA) theory. From the samples of 38 compositions submitted, it was identified that interlingual errors occurred more frequently than intralingual errors. Interlingual errors comprised morphological selection, lexical selection, syntactical selection, and misordering. Meanwhile, intralingual errors were evident in both omission and addition in the areas of word formation and syntax. The findings of this study revealed that first language interference caused more errors in writing than learners’ incomplete process of acquiring second language rules. To prevent the errors from being fossilized, it is suggested that in the teaching and learning process, language instructors provide continuous corrective feedback, and learners be more active in finding exposure to the correct form of the target language.</em><em></em></p><p class="StyleAuthorBold">Abstrak</p><p class="abstrak">Penelitian ini bertujuan untuk menyelidiki terjadinya kesalahan yang dilakukan oleh pembelajar bahasa asing dalam tulisan mereka yang berupa kesalahan interlingual dan intralingual. Penelitian dilakukan di sebuah universitas Islam negeri di Banjarmasin Kalimantan Selatan Indonesia. Partisipan penelitian adalah mahasiswa S1 jurusan Pendidikan Bahasa Inggris. Data diperoleh melalui dokumentasi hasil karangan mahasiswa yang kemudian dianalisa berdasarkan teori Error Analysis dari Corder. Sebanyak 38 sampel karangan mahasiswa dikumpulkan dan ditemukan bahwa kesalahan interlingual lebih banyak terjadi daripada kesalahan intralingual. Kesalahan interlingual berupa kesalahan dalam memilih kosa kata dan menyusun kalimat yang disebabkan oleh pengaruh bahasa asli. Sedangkan kesalahan intralingual berupa penghilangan atau penambahan yang tidak tepat pada bentuk kata atau bentuk kalimat. Hasil penelitian menunjukkan bahwa pengaruh bahasa asli yang menyebabkan kesalahan interlingual dalam tulisan terjadi lebih banyak daripada kesalahan intralingual. Untuk mencegah melekatnya kesalahan, disarankan agar dalam proses belajar mengajar guru dapat terus memberikan umpan balik, dan siswa harus lebih aktif dalam mencari contoh-contoh bentuk bahasa yang benar.</p><p class="abstrak"><strong>Kata Kunci: </strong>kesalahan, interlingual, intralingual, karangan</p>

The current study investigates the interference of L1 (Indonesian) into L2 (English) and the errors that occur due to the influence of TL (target language). The focus of the study is on the errors committed by these EFL students in writing narrative text and emphasized on interlingual errors and intralingual errors. The objectives of the study are to investigate the errors committed by these EFL students in order to findout; (1) the types of interlingual errors and intralingual errors in Junior High School, Senior High School and University, (2) the frequencies of interlingual errors and intralingual errors in Junior High School, Senior High School and University, and (3) the similarities and differences of interlingual errors and intralingual errors in Junior High School, Senior High School and niversity. The researcher used Qualitative descriptive as the method design and writing test as the data collecting technique. The data was erroneous sentences found in the students’ narrative writing. The subjects of the study comprised 30 eight grade of SMP Muhammadiyah Pekalongan, East Lampung and 30 eleven grade SMKN 1 Pekalongan, East Lampung, and 30 fourth-year students of English Department of University of Muhammadiyah, Metro Lampung. The findings of the study suggest: (1) The types of interlingual errors andintralingual errors made by SMP, SMK and University students divided into 2 levels, they are morphological level and syntactical level. (2) the frequent of interlingual errors in Junior High School 36 cases (30.26%), in Vocation High School 39 cases (36.77%) and 9 cases (10.98%) in University. The frequent of intralingual errors in Junior High School 83 cases (69.74%), in Senior High School 70 cases (64.23%) and 73 cases (89.02%) in University, and (3) The similarities of interlingual errors and intralingual errors found in Junior High School, Vocation High School and University are 2 types. In morphological level, they are the use of L1 structures and omission of BE in nominal sentences. There are also 2 types in syntactical level, they are the use of present BE in past event and the use of present Verb in past event. The differencesof interlingual errors and intralingual errors found in SMP, SMK and University are (1) in SMP there are 8 types errors that found in the students’ writing, (2) 3 types of errors in SMK, and (3) 2 types of errors found in University.

The objective of this study is to find out the error types of writing verbs in students‟ discussion texts and to identify the factors causing verb errors at the fourth semester students of English major in University of Kuningan. The subject of this study is 20 students. The limitation of the problem is to classify the students‟ errors based on Linville„s error types in writing verbs, there are subject-verb agreement errors, verb tense errors, and verb form errors. This research is using qualitative method by collecting data from documents, questionnaires, and interviews. The result showed that the highest error which most students made is subject-verb agreement. Its frequency is 105 errors or 78.95 %. The second common error is verb form with 15 errors or 11.28 %. The third common error is verb-tense with 13 errors or 9.77 %. The factors causing verb errors are interlingual factor and intralingual or developmental factor. It is influenced by the students‟ lack of knowledge and understanding of the use of verbs.Key words: subject-verb agreement error, verb tense error, verb form error, interlingual factor, intralingual or developmental factor

This study takes a closer look at the adverse effects of the use of interlingual transfer as a compensatory communication strategy by EFL learners with a diglossic background. The data were collected from the Arabic-English translations of 80 male and female third year university students studying introductory courses in translation as part of the requirements of their BA English program. A total of 850 interlingual lexical substitutions were detected out of which 219 (26%) could be due to intralingual problems within Modern Standard Arabic (MSA). Most of these errors were cases of failure to distinguish between formally or semantically related words in MSA due to the lack of competence in this variety of Arabic. Accordingly, the study underscores the need for improvement of the teaching and learning of MSA which may help not only translators but also EFL learners who rely on interlingual transfer as a compensatory strategy. The study also calls for a deeper analysis of the interlingual errors of EFL learners in situations of diglossia where their level of competence in one variety is higher than the other. Further studies may reveal more about the magnitude and types of the interlingual transfer of intralingual errors.

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.

This study investigates the effect of grammar-focused hands-on in-class data-driven learning (DDL) with a heavily contextualized corpus on the frequency of written errors attributable to common interlingual interference issues in low–intermediate Turkish learners ( n = 30) of English. Items representing the most common Turkish-to-English interlingual errors were selected through a two-step process involving the analysis of past studies and a subsequent ranking survey of teachers ( n = 10) of Turkish learners of English. Participants’ grammar development in terms of types of written errors was measured over a ten-week period through written tasks in a pre/posttest design, producing 19,328 words for analysis. The results, although variable by item, suggest that targeted DDL with the TED Corpus Search Engine (TCSE) helps reduce written errors in Turkish learners of English to a significant degree with a moderate effect size. Consequently, the investigation of DDL with the TCSE for the targeting of interlingual interference in other first-language contexts is recommended.

This study aims to determine and describe the errors and their causes that occur in the results of the translation carried out by students of the 2016 Arabic Language Education class. The data of this study were obtained from the results of the students' translation which were taken using written test techniques. After the translation results are obtained, the error identification, error classification and error reconstruction are carried out. The forms of errors that occur in the translation results of the students are word choice errors, word omission errors, word addition errors, rule errors, and word form errors. As for the causes of errors, there are two things that underlie the errors found, namely interlingual transfers and intralingual transfers.

The present paper investigates the intralingual and interlingual errors of Algerian Middle School EFL learners in their writing compositions. The purpose of the study is to identify the major errors and classify them according to their types and sources. Besides, it aims at suggesting some solutions to this problem. The sample of the study consists of 1/3 of fourth year learners of Youcef Ben Berkane Middle School of Akbou – Bejaia, Algeria. Accordingly, a corpus of 62 written compositions is collected and analyzed qualitatively and quantitatively. The findings revealed that all the participants significantly make errors in their written compositions. Besides, most of the learners make errors at the levels of spelling, tense, punctuation, subject-verb agreement, sentence fragment, articles, prepositions, and French interference. In view of that, it is also shown that the main source of the learners’ errors is intralingual followed by interlingual transfer. However, promoting extensive reading, integrating reliable writing activities in the classroom and practicing handwriting are some of pedagogical implications suggested to overcome the learners’ repeated errors.Key Words: EFL, Writing, Language Interference, Error Analysis, Bejaia, Algeria.

The present study replicates research by Tomoko Takahashi (1984) on lexico-semantic patterns used by students in an acquisition poor environment. The purpose of the current study was to determine how an acquisition rich environment affects learners' use of four lexico-semantic patterns: congruence occurs when the Ll definition of a lexical item forms a one-to-one correspondence with the L2 lexical item; convergence occurs when the Ll lexical item has broader applications than the L2 lexical item; divergence occurs when the L2 lexical item has broader applications than the Ll lexical item; and semantic gap occurs when the Ll lexical item has no appropriate corresponding L2 lexical item (Takahashi, 1984). The instrument, a lexico-semantics test, is the same instrument used in Takahashi's study. It was designed to measure which patterns are most frequently used by Japanese EFL students learning English. The results, unlike Takahashi's, suggest that beginning and advanced ESL students use the four patterns equally well. No significant difference was found between the two groups. These results are contrary to what had been expected. However, they show that the proposed hierarchical order of difficulty of congruence, convergence, divergence and semantic gap is the same in both studies. The results also indicate that the acquisition· rich environment seems to dramatically improve beginners' performance of the four patterns. Since the instrument was designed for EFL students (an acquisition poor environment) it may not have fully challenged the advanced ESL students (an acquisition rich environment) while challenging the beginning students. This may have been due to the fact that the students in the present study received a great deal of input from the acquisition rich environment, which could account for their increased ability to restructure hypotheses about L2 vocabulary items. In conclusion, more studies are needed to determine the complete role of the four lexico-semantic patterns in vocabulary acquisition. An expanded follow up study that fully tests the advanced and beginning ESL learners' ability could determine whether both groups progress along a language continuum with respect to the use of the four lexico-semantic patterns. Furthermore, although the patterns may serve, in a limited capacity, as indicators of a learner's difficulties in vocabulary acquisition, a wider body of research is needed before they can be applied in a language learning environment.

Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.

In this quantitative study, time controlled written English compositions by 39 Chinese university majors of English were analyzed by means of Error Analysis (EA) in order to find out what grammatical errors were made. It investigates errors made by more than one fifth of the participants, in order to see whether they can be ascribed to either interlingual or intralingual influence. An error taxonomy based on previous research was created specifically for the errors encountered in the EA. The following grammatical errors were analyzed in the error analysis: article errors, noun number errors, prepositions errors, and verb errors. The results of the error analysis showed that while Chinese learners of English make mistakes due to both interlingual and intralingual influence, the vast majority are due to interlingual influence. These findings strengthen previous notions that when the target language belongs to another language family than the L1, errors are due more often to interlingual influence (also referred to as negative transfer) than to intralingual influence.
I den här kvantitativa studien har en felanalys gjorts på tidskontrollerade engelskuppsatser skrivna av 39 kinesiska universitetsstudenter med engelska som huvudämne. Studiens syfte var att undersöka vilka typer av grammatiska fel som är vanligast. Den undersöker vilka fel som är frekventa hos studenterna och om de kan hänföras till förstaspråks- eller målspråksinterferens. En felanalys baserad på tidigare forskning utarbetades specifikt för de kategorier som påträffades i felanalysen. Följande grammatiska fel analyserades: artikelfel, fel i substantivets singular- och pluralform, prepositionsfel och verbfel. Resultaten visade att medan kinesiska studenter tenderar att göra misstag som är grundade i både förstaspråks- och målspråksinterferens, så beror de flesta felen på förstaspråksinterferens. De här resultaten styrker tidigare forskning som visar att när målspråket tillhör en annan språkfamilj än förstaspråket, uppstår felen oftare på grund av förstaspråksinterferens (även kallat negativ transfer) än av målspråksinterferens.

Grammar is an important aspect of language learning and is thus of concern in language teaching as well. This study sets out to investigate the kinds of grammatical mistakes Swedish secondary school pupils make in their written production of English and the possible causes behind these different mistakes. Forty essays from pupils in year nine have been used to study the phenomenon of frequently occurring mistakes and their causes, and the salient mistakes have been quantatively and qualitatively accounted for in the study.      Common mistakes found in the material were subject-verb concord mistakes, mistakes involving plural nouns, incorrect article usage as well as problems using prepositions correctly. Interlingual transfer, i.e. negative transfer from the pupils’ L1, proved to be one significant factor causing mistakes in the material. However, other causes could be traced as well, such as intralingual transfer for example.      Consequently, the findings of this study point in the direction of areas which need specific attention in English L2 learning in Swedish classrooms. Thus, the study contributes with valuable insights for English teacher and teacher trainees to consider in their future practice.

Orientador: Elza Taeko Doi
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-14T21:24:20Z (GMT). No. of bitstreams: 1 Mukai_Yuki_D.pdf: 2076961 bytes, checksum: f7a8b72257e9219c46dd85274a57ebd2 (MD5) Previous issue date: 2009
Resumo: Esta pesquisa envolve a análise da interlíngua referente ao uso real das partículas gramaticais wa e ga na produção de textos escritos pelos alunos de língua japonesa como LE. Elegeram-se essas partículas, pois se observou que a maioria dos alunos tinha dificuldades em utilizar corretamente a partícula wa, marcadora de tópico, trocando-a comumente pela partícula ga, de caso nominativo, ou vice-versa. O principal objetivo desta pesquisa é, então, o de identificar e sistematizar o uso dessas partículas utilizadas pelos alunos, e verificar as tendências na aprendizagem das mesmas, além das hipóteses levantadas por eles, concernentes a esse uso, como estratégias de aprendizagem e de comunicação. Para isso, adotou-se a abordagem dos Estudos da Aquisição-Aprendizagem de LE/L2, envolvendo a Análise de Erros. No entanto, diferentemente do que propõe essa abordagem em termos estritos, realizou-se a análise tanto de "erros" quanto de "acertos", para se poder compreender melhor o processo de aprendizagem e a competência (extra-)linguística dos alunos num dado momento de aprendizagem. Como procedimento de análise, adotaram-se os métodos quantitativo e qualitativo. Na análise quantitativa, verificou-se que os alunos tendem a atribuir, de maneira geral, apenas uma função a cada partícula, ou seja, trata-se do processo de simplificação das regras gramaticais. Verificou-se, também, que os alunos do nível básico consideraram ga como marcadora de sujeito gramatical, enquanto que os alunos do nível intermediário apreenderam ga como marcadora de objeto direto. Essa atribuição de diferentes funções à partícula ga é uma das provas de que a interlíngua é flexível, dinâmica e se encontra em processo de transformação no qual os aprendizes levantam hipóteses sobre as regras gramaticais, socioculturais, pragmáticas da língua-alvo, testando-as, reformando-as e negociando o sentido. Revelou-se, também, que, de modo geral, eles utilizam wa e ga adequadamente no nível da frase. Por outro lado, os resultados da análise qualitativa, realizada à luz da dimensão do texto, desvendaram que eles não levaram em consideração a gramática do texto/discurso, preocupando-se simplesmente com a natureza sintática e morfológica do sintagma acoplado por wa ou ga. Uma vez que a escolha entre wa e ga depende, também, do fluxo do texto/discurso e da intenção do emissor, ga já não se limita apenas a "partícula de caso", mas é também discursiva e pragmaticamente utilizada para expressar efeitos significativos no texto/discurso, tal como wa. Ou seja, wa e ga são as "partículas de negociação discursivo-pragmática" na comunicação. Portanto, dos professores, espera-se uma reavaliação da partícula ga, definida nas gramáticas do japonês como mera indicadora de caso. No ensino-aprendizagem de LE/L2, além da gramática da língua proposta pelos teóricos, o conhecimento da "gramática da interlíngua" torna-se imprescindível, pois é esta última que se configura como alicerce da gramática pedagógica voltada aos aprendizes não-nativos. Sem consciência, não ocorre a aquisição, ou seja, o papel dos professores deve ser considerado como "desestabilizador" e "conscientizador" no ensino de LE/L2.
Abstract: This study involves the analysis of the interlanguage corresponding to the actual use of grammatical particles wa and ga in the production of texts written by students of Japanese as a Foreign Language (FL). Such particles were selected due to the observation that most students presented difficulties in using correctly wa, a topic marker, and commonly replaced it with ga, a marker of the nominative case, or vice versa. The main objective of this research is, thus, to identify and systematize the use of these particles by the students and verify the trends in the learning of such particles, and the hypotheses raised by the students concerning their use, both as communicative and learning strategies. With that in mind, the approach adopted was found in the Studies in FL/L2 (Second Language) Acquisition/Learning and involves Error Analysis. However, differently from what that approach proposes originally, analysis was conducted not only of the "wrong" choices, but also of "right" ones, so that one could reach a better understanding of the learning process and of the students' (extra-)linguistic competence at a given moment of their learning. Both the qualitative and quantitative methods were used as analysis procedure. In the quantitative analysis, it was found that students tend to attribute, in general, a single function to each particle, that is, the process of grammatical rule simplification is manifested. It was also found that basic level students consider ga a marker of the grammatical subject, while intermediate level students perceived ga as a direct object marker. Such attribution of different functions to the particle ga is evidence that interlanguage is flexible and dynamic, and involves a transformation process, in which learners raise hypotheses about grammatical, sociocultural and pragmatic rules of the target-language, test them and review them while negotiating meaning. It was also revealed that, in general, students use wa and ga adequately at sentence level. On the other hand, the results of the qualitative analysis, approached in the dimension of the text, reveal that they did not take into consideration the text/discourse grammar, only being concerned with the morphosyntactic nature of the syntagma adjoined to wa or ga. Since the choice between wa and ga also depends on the flow of the text/discourse and on the speaker's/writer's intention, ga is not limited only to the role of "case-indicative particle", but is also discursively and pragmatically used to express meaningful effects in the text/discourse, like wa is. In other words, wa and ga are the "particles for discursive-pragmatic negotiation" in communication. Therefore, one expects of teachers a reassessment of the particle ga, defined in Japanese grammars merely as indicative of case. In the teaching-learning of FL/L2, besides the grammar of the language proposed by theorists, knowledge of the "interlanguage grammar" becomes indispensable, for it is the latter that can be characterized as the foundation of the pedagogic grammar for non-native learners. Without awareness there is no acquisition, thus, the role of the FL/L2 teacher should be one of "destabilizer" and "awareness promoter".
Doutorado
Lingua Estrangeira
Doutor em Linguística Aplicada

Orientador: Jose Carlos Paes de Almeida Filho
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-03T13:34:02Z (GMT). No. of bitstreams: 1 Brandao_LucianaRodrigues_M.pdf: 11055289 bytes, checksum: f40f15e4092510822c11e7ae6613267a (MD5) Previous issue date: 2003
Resumo: O nosso interesse pelo tema central desta pesquisa teve início na sala de aula, a partir da observação de que a maioria dos alunos brasileiros continuavam apresentado erros fonéticos persistentes nas suas produções em Espanhol, apesar de possuírem um histórico relativamente longo de aprendizagem formal desta língua. Propusemo-nos, então, a identificar, descrever e analisar a ocorrência desse tipo de erro junto a um grupo de cinco alunos, ao mesmo tempo em que buscávamos evidências da presença de formas de reconhecimento de tais erros manifestadas por esses aprendizes, traduzidas em diferentes atitudes no contexto de sala de aula. Partindo da identificação dos erros fonéticos persistentes na produção dos alunos, procuramos caracterizar e interpretar os procedimentos de correção ou de tratamento desse tipo de erro empregados pela professora, sujeito da pesquisa. Com o objetivo de reunir os subsídios necessários para descrever o sistema fonético dos idiomas em contato no nosso contexto de pesquisa, elaboramos um estudo comparativo entre eles, contemplando algumas das variações dialetais de ambos os idiomas, sempre que possível. Os dados coletados junto aos alunos apontam para o fato de que a maioria dos erros considerados como persistentes na sua produção ocorrem devido à transferência de padrões fonéticos do Português ao Espanhol. Por outro lado, foi possível identificar uma série de erros de natureza intralingüística na fala desses alunos que ocorrem em menor escala. Na maioria dos casos, os erros fonéticos formalmente apontados pelos aprendizes em resposta aos questionários e às entrevistas não correspondem aos erros identificados como persistentes nas suas produções. O reconhecimento da presença desse tipo de erro não é manifestado pelos aprendizes diante da maioria das suas ocorrências, seja de forma espontânea (em sala de aula), ou sob estímulo (nos testes de percepção). As formas de correção empregadas pela professora diante dos erros fonéticos produzidos pelos seus alunos não parecem estar atreladas a qualquer critério objetivamente preestabelecido e tendem a ser rotinizantes. Entre os procedimentos de correção adotados pela professora, não foram identificadas estratégias diferenciadas de tratamento dos erros fonéticos persistentes
Abstract: Our interest in the topic of this dissertation was born in the classroom from the observation that the majority of Brazilian students display persistent phonetic errors in their production of Spanish despite their fairly long history of formal learning of that target closely-related language. The purpose was then to identify, describe and analyze the occurrence of that type of error within a group of five students while we searched for evidence for ways of recognizing such errors on the learners¿ part all vehicled in different attitudes in the classroom. From the identification of persistent phonetic errors we went on to characterize and interpret the procedures for the teacher¿s correction or treatment of that type of error. The data collected from the student subjects pointed to the fact that the majority of the observed pronunciation errors considered persistent by our criteria occurred due to the transfer of phonetic features of Portuguese to Spanish. On the other hand, it was possible to identify a number of errors of the intralinguistic type occurring less frequently in the subjects¿ speech. In the majority of the cases, the phonetic errors formally pointed out by the subjects in their questionnaire answers and in the interviews carried out as a follow up did not correspond to the errors identified as persistent in their oral production. The recognition of the presence of such type or error was not shown by the subjects in the majority of occurrences, be they spontaneously (in the classroom) or stimulated (in the perception tests). The forms of error correction employed by the teacher did not appear to be linked to any objective pre-established criteria and they tended to be repeated. Among the correction procedures adopted by the teacher, no specific strategies for treating persistent errors were identified.
Mestrado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Mestre em Linguística Aplicada

Cette thèse a pour objectif l’analyse des erreurs linguistiques commises dans les productions orales et écrites par les étudiants de l’arabe langue seconde / étrangère aux niveaux A1 et A2 à l’Université Savoie Mont Blanc (USMB). Pour atteindre cet objectif, nous avons utilisé trois techniques : - tout d’abord, nous avons constitué un questionnaire adressé aux étudiants afin de recueillir des informations sur le public visé par cette étude ; - ensuite, nous avons constitué un corpus composé de 51 productions orales, 34 au niveau A1 et 17 au niveau A2 ; - enfin, nous avons constitué un corpus de 51 productions écrites (34 productions écrites au niveau A1 et 17 au niveau A2), rédigées lors de l’examen final du second semestre de l’année universitaire 2014-2016. Étant donné la nature de la recherche, nous avons utilisé une méthode statistique et analytique, cette dernière est fondée sur trois étapes : 1) la collecte des données de productions orales et écrites, l’identification, la définition, le classement et la description des erreurs, 2) l’explication des sources d’erreurs, 3) la remédiation et les propositions des pistes didactiques pour minimiser les erreurs dans les productions orales et écrites de nos étudiants et améliorer l’enseignement / apprentissage de l’arabe langue seconde / étrangère en France. Les résultats de la recherche ont montré que les principales catégories d’erreurs dans l’ordre sont de natures phonologiques/orthographiques, lexico-sémantiques, morphologiques et syntaxiques. Les principaux types d’erreurs sont les erreurs de substitution, d’omission, d’addition et d’ordre. Enfin, deux sources d’erreurs sont apparues : les erreurs intralinguales et les erreurs interlinguales. Compte tenu des résultats de l’étude, nous avons proposé une correction d’erreurs avec la méthode verbo-tonale basée sur trois techniques : une correction fondée sur l’intonation et la durée des voyelles, une correction de la prononciation nuancée et une correction de la prononciation combinatoire. Pour conclure, nous avons proposé trois pistes didactiques visant à minimiser ces erreurs. La première est une proposition phonologique basée sur l’écoute ; la seconde, une proposition axée sur l’enseignement de la morphologie ; la troisième une proposition fondée sur les contenus linguistiques qui tiennent compte du caractère polyglossique de la langue arabe
The goal of this thesis is to analyse linguistic errors made by Université Savoie Mont Blanc (USMB) students of Arabic as a secondary / foreign language with levels A1 and A2 in oral and written utterances. For that purpose, I resorted to three techniques: - firstly, I prepared a questionnaire for these students in order to collect data on the targets of this study; - I then elaborated a corpus made up of 51 oral utterances, 34 with level A1 and 17 with level A2; - lastly, I formed a corpus made up of 51 written utterances (34 written utterances with level A1 and 17 with level A2), drawn up on the occasion of the second semester final exam of the 2014-2016 academic year. Due to the nature of this research, I resorted to a statistical and analytical method, the latter being based upon three stages: 1) collecting oral and written utterance data, identifying, defining, classifying and describing errors, 2) explaining the sources of errors, 3) solving errors and suggesting didactical possibilities to minimise these students’ errors in oral and written utterances and improving the teaching / learning of Arabic as a secondary / foreign language in France. The results of this research revealed that the main categories of errors are of phonological/orthographic, lexico-semantic, morphological and syntactic natures respectively. The main types of errors are substitution, omission, addition and order. Finally, two sources of errors appeared: intralingual errors and interlingual errors. Considering this study results, I suggested using the verbo-tonal method based on three techniques to correct errors: correction based on the intonation and length of vowels, correction of nuanced pronunciation and correction of combinatorial pronunciation. In conclusion, I suggested three didactical solutions aiming at minimising those errors. The first one is a phonological proposition based on listening; the second one is a proposition centred on teaching morphology; the third one is proposition based on linguistical contents taking the polyglossic feature of the Arabic language into account

Questo elaborato si propone di dare un'idea generale del concetto di interlingua da un punto di vista teorico e pratico. Nel primo capitolo spiegherò il concetto di interlingua, ne ripercorro brevemente la storia e ne illustro le fasi di sviluppo nei bambini. Il secondo capitolo è incentrato sugli effetti che l'idea di interlingua ha sulla didattica mirata a sostenere il bambino nel suo percorso di apprendimento. Il terzo capitolo è dedicato alle rilevazioni fatte nel VII circolo di Forlì.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Lingüística.
Made available in DSpace on 2013-07-16T00:13:02Z (GMT). No. of bitstreams: 1 234089.pdf: 4575427 bytes, checksum: ee6636fa1d4e40d495b23e5d4e750349 (MD5)
Este estudo investiga as possíveis causas responsáveis pela ocorrência de erros no desempenho de falantes nativos do português do Brasil, aprendizes do inglês como segunda língua, ao empregarem o present perfect. Através da análise de erros contidos em dados produzidos, utilizando a Análise Contrastiva entre a Interlíngua dos aprendizes e a norma selecionada na língua-alvo, são identificados e classificados os erros que ocorrem no desempenho dos aprendizes como oriundos de transferência da língua materna, causados por influências intralingüísticas e ainda atribuídos à existência de uma lacuna semântica nos sistemas verbais das línguas portuguesa e inglesa. A metodologia empregada foi a da Psicolingüística Experimental e consistiu na provocação de dados que apresentassem a estrutura objeto desta pesquisa ? o present perfect. Analisou-se um corpus da língua produzida por 37 falantes nativos do PB aprendizes do inglês como língua estrangeira, alunos de três turmas do 3º ano do ensino médio do Centro Federal de Educação Tecnológica (CEFET) da cidade de Curitiba no estado do Paraná. A análise desse corpus tornou possível evidenciar na produção de erros dos aprendizes efeitos inter e intralingüísticos, bem como ressaltou as diferenças existentes entre a língua portuguesa e a inglesa relativas ao aspecto verbal.

This chapter analyses learners' writing errors. It focuses on error types and sources because these will reveal learners' current linguistic competence and what they need now for improvement. Data was collected mainly from the written work of English Department students at Al Buraimi University College. Results show that their errors are both interlingual and intralingual and that there is a positive relationship between these and learning strategies. Not only does the learners' previous language-learning experience influence the process of second language acquisition; target language learning experience does so as well.

In summary, this book proposes that improper sites of subtitling and dubbing provide a key to revaluing translation’s role within screen culture broadly. By analysing a range of emergent practices, Speaking in Subtitles has explored ‘errancy’ as a fault line rapidly spreading across the surface of contemporary screen translation, transferring attention away from endless, unresolvable debates on ‘quality’ towards the geopolitics that determine and delimit value systems in the first place. The concrete translation practices explored in this book identify language diversity as a major trajectory within digital and online modes of media engagement. Paying attention to improper sites of subtitling and dubbing provides a crucial key, it argues, to revaluing translation’s role within screen culture broadly—these ‘error screens’ are central, not peripheral, to screen culture as the risks of linguistic and cultural mutation that attend interlingual translation keep films, TV programs and other forms of screen media circulating, evolving and living-on.