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Stage, Dorthe. "Comparing types of interlingual transfer." Perspectives 10, no. 2 (January 2002): 119–34. http://dx.doi.org/10.1080/0907676x.2002.9961438.
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Ortego-Antón, María-Teresa, and Janine Pimentel. "Interlingual transfer of social media terminology." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 1 (April 4, 2019): 114–30. http://dx.doi.org/10.1075/babel.00077.ort.
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Abstract This article addresses the terminology used in the field of social media, a new field introduced by recent technological advances. As social media was first created in an English-speaking context, speakers of other languages have had to develop ways to express the concepts of this field in their own languages. It is thus relevant for translators and journalists to understand the linguistic means by which the transfer of such concepts occurs. In order to achieve this, a comparable corpus of newspaper articles on social media (Facebook and WhatsApp) written in English, Spanish and Brazilian Portuguese was compiled and the procedures used by Brazilian Portuguese and Spanish journalists to convey frequently-used English terms were examined. The main translation procedures observed in the study are equivalence, calque, loan and paraphrase. Although most procedures occur in the texts written in both Spanish and Brazilian Portuguese, their frequency of use indicates linguistic preferences in the languages.
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Mahmoud, Abdulmoneim. "Interlingual Transfer of Intralingual Errors: Lexical Substitution from MSA to EFL." Studies in English Language Teaching 7, no. 4 (October 24, 2019): p419. http://dx.doi.org/10.22158/selt.v7n4p419.
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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.
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Warsono, Warsono. "LANGUAGE TRANSFER IN LEARNER LANGUAGE." EduLite: Journal of English Education, Literature and Culture 1, no. 1 (February 1, 2016): 103. http://dx.doi.org/10.30659/e.1.1.103-114.
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In using the foreign language they are learning, learners tend to use forms that deviate from the target language (TL) norms. The question that arises is whether these forms are the result of transfer or the result of some other causes; and if transfer does exist in learner language, whether it diminishes with the development of the learner TL achievement. This paper tries to find answers to these questions by (1) reviewing some related literature, and (2) looking at some data of learners’ written production of Indonesian learners of English. The data were collected from the writings of the fifth semester students of the English Department (group A, representing low level of L2 achievement), and the final projects written by the English Department students (group B, representing high level of L2 achievement). In this paper, all forms that deviate from the TL norms were called errors, irrespective of whether they were, in fact, mistakes or real errors. The learners’ errors were broadly classified into two classes: intralingual errors and interlingual errors, and it was the latter that became the focus of this study on the assumption that interlingual errorswere caused by L1 transfer. The results of data analysis showed that intralingual errors were slightly higher in group A than interlingual ones; but in group B interlingual errors formed the majority of errors made by the learners (75%). It can be concluded that L1 transfer does exist in the L2 of the Indonesian learners of English. The results also showed that L1 transfer does not diminish with the development of the L2 achievement. It is strongly suggested, therefore, that Indonesian English teachers anticipate the errors caused by L1 transfer and find ways to solve the problems.
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Piotrowska-Oberda, Ewa. "LINGUISTIC DIMENSION OF BUSINESS COACHING DISCOURSE TRANSFER THROUGH INTERLINGUAL TRANSLATION." Sustainable Multilingualism 4, no. 4 (2014): 149–63. http://dx.doi.org/10.7220/2335-2027.4.10.
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Kurniawan, Mozes. "The Analysis of Interlingual and Intralingual Interference in Children’s Literature Translation Project." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 2 (December 22, 2018): 223. http://dx.doi.org/10.24167/celt.v18i2.1177.
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Translation is important in preparing children's literature, especially in children's education. When a prospective teacher does not correctly translate teaching materials, children will be impacted by such inaccuracies such as learning confusion, improperly instilled socio-cultural values and even inadequate intellectual development. The disturbances mentioned are under these two condition such as: interlingual interference (also known as transfer between languages) and intralingual interference (also known as transfer in one language) which is reflected from the translation of English-language teaching materials. This research was a descriptive research aiming to find out, describe and explain the interlingual and intralingual interference found in children’s literature translation project. Participants of this research were students who joined in English Language Learning class of Early Childhood Teacher Education study program, Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana Salatiga. By using translation task/project and semi-structured interview, the research data was collected. The result showed that students still encounter interlingual and intralingual interference especially in some categories. This finding triggered English language practitioners to cope with translation disorder in order to produce the best translated material for children’s education.
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Hong, Channy, Jaeyeon Lee, and Jungkwon Lee. "Unsupervised Interlingual Semantic Representations from Sentence Embeddings for Zero-Shot Cross-Lingual Transfer." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 7944–51. http://dx.doi.org/10.1609/aaai.v34i05.6302.
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As numerous modern NLP models demonstrate high-performance in various tasks when trained with resource-rich language data sets such as those of English, there has been a shift in attention to the idea of applying such learning to low-resource languages via zero-shot or few-shot cross-lingual transfer. While the most prominent efforts made previously on achieving this feat entails the use of parallel corpora for sentence alignment training, we seek to generalize further by assuming plausible scenarios in which such parallel data sets are unavailable. In this work, we present a novel architecture for training interlingual semantic representations on top of sentence embeddings in a completely unsupervised manner, and demonstrate its effectiveness in zero-shot cross-lingual transfer in natural language inference task. Furthermore, we showcase a method of leveraging this framework in a few-shot scenario, and finally analyze the distributional and permutational alignment across languages of these interlingual semantic representations.
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Novikova, Anna V., Elena U. Pugina, and Tatyana V. Kholstinina. "EASTERN REALITIES" IN THE "WESTERN" TEXT: THE PROBLEM OF INTERLINGUAL TRANSFER." Bulletin of the Moscow State Regional University (Linguistics), no. 4 (2019): 115–24. http://dx.doi.org/10.18384/2310-712x-2019-4-115-124.
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Afshunpour, Nader, and Mehran Memari. "Interlingual Transfer of Idioms by Persian Learners in EFL Sentence Writing." Procedia - Social and Behavioral Sciences 98 (May 2014): 44–51. http://dx.doi.org/10.1016/j.sbspro.2014.03.387.
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Singleton, David. "Book Reviews: Conceptual transfer in the interlingual lexicon Scott Jarvis (1998)." International Journal of Bilingualism 4, no. 1 (March 2000): 117–19. http://dx.doi.org/10.1177/13670069000040010803.
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Rijlaarsdam, Gert. "Intra- en Intertalige Transfer Van Schrijfvaardig-Heidsonderwijs." Schrijven in moedertaal en vreemde taal 40 (January 1, 1991): 9–22. http://dx.doi.org/10.1075/ttwia.40.02rij.
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The results of two studies on writing processes are discussed. One study is about the relationship between cognitive activities and text quality in L1, the other on the relationship between Ll-writing profiency and cognitive activities during L2-writing tasks. It is argued that writing tasks in L2 should be more than mere formulating tasks and that both in L1 and in L2 teaching writing curricula should be organized around cognitive and meta-cognitive activities as generating, organizing, monitoring and evaluating in order to, reach intralingual and interlingual transfer of those activities.
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Alonso Alonso, María Rosa. "Language transfer: interlingual errors in Spanish students of English as a foreign language." Revista Alicantina de Estudios Ingleses, no. 10 (1997): 7–14. http://dx.doi.org/10.14198/raei.1997.10.01.
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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.
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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.
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Alzahrani, Muteb Ali. "EFL Saudi Undergraduates' Tenses Errors in Written Discourse Due to Interlingual and Intralingual Interference." International Journal of Linguistics 12, no. 5 (October 19, 2020): 173. http://dx.doi.org/10.5296/ijl.v12i5.17851.
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The current study aims to investigate the influence of interlingual and intralingual interference as sources of the errors of past and perfect tenses. The former refers to the errors generated by the negative effect of EFL learners' mother tongue as they try to bridge certain linguistic gabs. The latter, however, is pertaining to the errors produced by the target language itself as learners progressed in the learning process and face difficulties to employ the large amount of knowledge they have just acquired. The participants chosen are EFL Saudi Undergraduates whose academic specialisation is English. The result of the study showed that there was statistically significant difference between intralingual interference strategy and first language negative transfer as sources of errors of the past and present perfect tenses. This result revealed that the participants have reached a linguistic stage where the diverse rules of the target language itself create confusion for learners. The intralingual interference led the participants to making errors in the simple past, the past progressive, and the past perfect far more than when using L1 negative transfer strategy. While the first language negative transfer led the participants to committing errors in the present perfect progressive tense more so than when using the intralingual interference strategy. This result simply indicated that the difference in timeframe between Arabic and English led to significant number of errors which the students often transfer from their native language.
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Ciuk, Sylwia, and Philip James. "Interlingual translation and the transfer of value-infused practices: An in-depth qualitative exploration." Management Learning 46, no. 5 (December 5, 2014): 565–81. http://dx.doi.org/10.1177/1350507614560304.
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Roslina, Roslina, and Nurhayati Nurhayati. "The Updating Status in Facebook: The Interference of English among Users in Academic Context." Utamax : Journal of Ultimate Research and Trends in Education 2, no. 2 (July 22, 2020): 50–56. http://dx.doi.org/10.31849/utamax.v2i2.4039.
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This study investigates the interference of English use made by Facebook users in writing status on their account. The researchers formulated two research questions: 1) what types of interferences are found on Facebook status; 2) what factors cause interference on Facebook status. The purpose of this study is to find out the interferences and the factors that cause the interference. This research uses descriptive qualitative method. The descriptive qualitative was used to elaborate, describe and disclose kinds of interference and also the factors of interference that Facebook users produced in updating status. The research showed that the way of the Facebook users in transferring their source language to target language tends to be negative transfer or it is called as language interference. The negative transfers made by Facebook users are semantic and grammatical interference. While, the factors that cause the interference are bilingualism background, disloyalty target language, limited vocabularies of TL mastered by a learner, prestige and style, interlingual factor, overextension of analogy, and transfer of structure.
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VERHOEVEN, LUDO. "Early bilingualism, language transfer, and phonological awareness." Applied Psycholinguistics 28, no. 3 (June 11, 2007): 425–39. http://dx.doi.org/10.1017/s0142716407070233.
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The purpose of the present study was to investigate the relations between early bilingualism and phonological awareness in a sample of 75 Turkish–Dutch bilingual kindergarten children living in The Netherlands. In a longitudinal design, the children's first (L1) and second (L2) language abilities were measured at the beginning and end of kindergarten. At the end of kindergarten, the children's metalinguistic skills within the domain of phonological awareness were also assessed. Linear structural equation modeling was used to examine the types of intralingual (language-specific) and interlingual (language-transfer) processes over time. In addition, just how the patterns of bilingual development related to the children's later phonological awareness was examined. Turkish was found to be the dominant language on both measurement occasions. In addition to the expected longitudinal relations, there was evidence for transfer from L1 to L2. Two interrelated phonological factors emerged: phonotactic awareness and phonemic awareness. Variation in the two types of children's phonological awareness was predicted by both L1 and L2 abilities.
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Ghezzou, Noria, and Sofiane Mammeri. "Investigating intralingual and interlingual errors of algerian middle school efl learners in their written compositions: a case study." Buckingham Journal of Language and Linguistics 9 (May 31, 2017): 58–74. http://dx.doi.org/10.5750/bjll.v9i0.1255.
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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.
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Litvishko, Olga M., Yuliana A. Chernousova, and Olga I. Natkho. "Buzzwords as an example of interlingual lacunarity in various kinds of professional discourse (based on the English language material)." Current Issues in Philology and Pedagogical Linguistics, no. 4(2020) (December 25, 2020): 104–15. http://dx.doi.org/10.29025/2079-6021-2020-4-104-115.
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The article is focused on the analysis of structural-semantic features of buzzwords and relating to them problem of interlingual lacunarity in two kinds of professional discourse – business and political-legal discourse. Buzzwords are understood as a special category of lexical units which emerge die to the need of nominating new culture-specific elements, tendencies and trends, as well as attaching novelty to existing in the language phenomena. The study relevance is stipulated by the common understanding that buzzwords represent the newest layer of modern English vocabulary reflecting the most recent changes currently happening in the English language under the influence of modern socio-political processes. The authors draw attention to a close relation between buzzwords and interlingual lacunarity as buzzwords do not have laconic variants of translation, thus demanding the use of various techniques of direct translation such as borrowing, calque and literal translation. Special emphasis is put on some word formation models, according to which many buzzwords are formed. Such word formation methods include affixation, abbreviation, blending and metaphoric transfer. Having considered the results of the research, the authors come to conclusion that different word formation models prevail in different kinds of discourse, as well as different direct translation techniques can be applied to translate them from English into Russian. For political-legal discourse more widespread word formation models include affixation, abbreviation and metaphoric transfer, whereas in business discourse, alongside with abbreviation, blending is also widely used. The most common translation technique is literal translation, sometimes together with other methods. For instance, while translating buzzwords belonging to political-legal sphere, in particular, those formed by affixation using the suffix -ism and the prefix post-, it is possible to provide borrowing as the translation of the new word. Nevertheless, further such borrowed lexical unit will demand additional explanation which is usually represented by the literal translation of its definition. Lack of equivalents of buzzwords in lexicographic sources in Russian proves the fact that they belong to the category of interlingual lexical gaps.
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Nicolae, Cristina. "On Audiovisual Translation: Dubbing." Romanian Journal of English Studies 15, no. 1 (December 1, 2018): 51–58. http://dx.doi.org/10.1515/rjes-2018-0008.
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AbstractThe present article focuses on dubbing understood as a creative process of “adapting” the source language script/verbalized message/soundtrack to the target language script/verbalized message/soundtrack, challenging principles such as fidelity versus freedom in translation, bringing once again to our attention the much debated ‘reality’ pinpointed by the Italian adage “traduttore tradittore”, yet not from the point of view of untranslatability, but from that of the need for “transadaptation” in the interlingual transfer required by the audiovisual industry.
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Ranta, Aarne, Krasimir Angelov, Normunds Gruzitis, and Prasanth Kolachina. "Abstract Syntax as Interlingua: Scaling Up the Grammatical Framework from Controlled Languages to Robust Pipelines." Computational Linguistics 46, no. 2 (June 2020): 425–86. http://dx.doi.org/10.1162/coli_a_00378.
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Abstract syntax is an interlingual representation used in compilers. Grammatical Framework (GF) applies the abstract syntax idea to natural languages. The development of GF started in 1998, first as a tool for controlled language implementations, where it has gained an established position in both academic and commercial projects. GF provides grammar resources for over 40 languages, enabling accurate generation and translation, as well as grammar engineering tools and components for mobile and Web applications. On the research side, the focus in the last ten years has been on scaling up GF to wide-coverage language processing. The concept of abstract syntax offers a unified view on many other approaches: Universal Dependencies, WordNets, FrameNets, Construction Grammars, and Abstract Meaning Representations. This makes it possible for GF to utilize data from the other approaches and to build robust pipelines. In return, GF can contribute to data-driven approaches by methods to transfer resources from one language to others, to augment data by rule-based generation, to check the consistency of hand-annotated corpora, and to pipe analyses into high-precision semantic back ends. This article gives an overview of the use of abstract syntax as interlingua through both established and emerging NLP applications involving GF.
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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.
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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.
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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.
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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.
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Syarifudin, Syarifudin. "DEVELOPING EFL LEARNERS’ ACHIEVEMENT COMMUNICATION STRATEGIES IN A SPEAKING CLASS." Jurnal Tatsqif 14, no. 1 (June 28, 2016): 66–89. http://dx.doi.org/10.20414/jtq.v14i1.23.
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Communication strategies should be included in a speaking class in order to enable learners have strategies to cope with the communication problems both as message delivers (speakers) and as message receivers (listeners) in taking turns speaking. When the learners face problems in taking turns speaking, they may employ achievement/compensatory strategies as an attempt to deal with problems in communication directly by using alternative in order to get the message across. The use these strategies are regarded as good learners’ behaviors because they are able to maintain communication, such as use of word coinage, language switch, paraphrase, circumlocution, cooperative strategies, non-linguistic strategies, and so forth. Otherwise, the learners may rely on the avoidance/reduction strategies if they are not able to convey or understand the message to or from the interlocutors. These behaviors affect interaction negatively and are common among low proficiency learners. The avoidance message as such topic avoidance, message abandonment, replace the message, reduce the content of the intended message, and so forth. Learners as message delivers (speakers) and message receivers (listeners) may use verbal communication strategies to cope with communication problems, such as topic avoidance, message abandonment, approximation, word coinage, circumlocution, literal translation (interlingual transfer), language switch, appeal for assistance, foreignizing (interlingual transfer), paraphrase, self-correction, self-repetition, asking for repetition, asking for clarification, and so forth. Meanwhile, nonverbal CSs which may be employed by learners as message senders (speakers) and message receivers (listeners) are smiling, head nodding, head shaking, hand raising, hand moving, thumb up, drawing something, and so forth.
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Utami, Nesi Rahayu, Sujoko Sujoko, and Dewi Rochsantiningsih. "An Error Analysis in Writing Discussion Text." English Education 6, no. 3 (May 29, 2018): 326. http://dx.doi.org/10.20961/eed.v6i3.35896.
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<p>This study is intended to find out 1) the types of errors made by the students, 2) the percentage of errors made by students, 3) the cause of errors, 4) strategies to overcome the difficulties. The study focuses on the description of error analysis based on surface category. The findings show that 1) the percentage of each kind of errors based on surface category: omission 36.48%, addition 11.44%, misformation 20.06%, and misordering 32.01%; 2) types of error made by the students are omission, addition, misformation, and misordering; 3) there are three cause of errors: interlingual transfer, intralingual transfer (overgeneralization, ignorance of rule restriction, incomplete application of rule, and semantic errors); 4) there are twelve difficulties and fifteen strategies to overcome the students‟ difficulties in writing discussion text.</p>
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Lirola, Maria Martinez. "Bilingual Education Programmes In The United States: Reflections And Difficulties Of A Bilingual Teacher (Spanish-English) In New México." Buckingham Journal of Language and Linguistics 1 (June 22, 2010): 71–81. http://dx.doi.org/10.5750/bjll.v1i0.6.
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Bilingual Education Programmes in the United States are developed due to the special needs that immigrants moving to the USA have in education. In this article, I intend to point out the main characteristics and objectives of these programmes based on my experience working as a bilingual teacher at Deming High School, New Mexico (USA) for a year. I taught Bilingual Language Arts to grades 10, 11 and 12. I will also pay attention to the main linguistic problems students had with English as a second language. I will concentrate on the main errors found in students’ essays, such as, interlingual transfer, intralingual transfer, register and appropriacy, word order and syntax, spelling, omission of particles, and the lack of motivation as a problem affecting the whole educational system.
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Rudd, Denise, and Janet Fraser. "Voice Linguists on the Record: An Introspective Investigation of Foreign-Language Transcribers at Work." Meta 45, no. 2 (October 2, 2002): 193–209. http://dx.doi.org/10.7202/004009ar.
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Abstract Even a broad definition of interpreting and translation — the interlingual transfer of the spoken and the written word respectively — would normally exclude any linguistic activity involving the recording and transcription of speech. However, an apparently unconnected group of language professionals, including foreign-language transcribers or' voice linguists,' UN précis-writers, market research analysts, and film sub-titlers, is engaged in the transcription of speech coupled with its transfer into a second language.The study described in this paper centres on the work of voice linguists and uses introspective accounts to investigate the processes involved and to identify the skill-set they use. It concludes that the work of such voice linguists involves a unique combination of inferencing and puzzle solving to resolve the difficulties of aural comprehension and a distinct, but essentially translation-based, approach to the subsequent written expression.
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Łockiewicz, Marta, and Martyna Jaskulska. "Polish as L1, English as L2: the linguistic transfer impact on Second Language Acquisition stemming from the interlingual differences: implications for young learners education." Problemy Wczesnej Edukacji 37, no. 2 (March 30, 2017): 68–76. http://dx.doi.org/10.5604/01.3001.0010.5589.
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Research has shown that learners of different linguistic backgrounds make similar errors, which is due to linguistic transfer. Cross-linguistic similarities between L1 and L2 can result in: positive transfer, negative transfer, and differing lengths of acquisition. The bigger the difference between the languages, the bigger Second Language Acquisition difficulties and more numerous potential negative transfer areas. This effect is visible in the case of Polish as L1 and English as L2. English and Polish differ in terms of pronunciation (e.g. vowel-based vs. consonant-based), spelling (e.g. opaque vs. semi-transparent), grammar (e.g. fixed vs. flexible word order), syntax (e.g. analytic vs. synthetic), and vocabulary. Therefore, second language instruction should include the errors caused by linguistic transfer, which would facilitate the selection and development of effective instruction methods and techniques.68-76
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Horton, David. "Linguistic Structure, Stylistic Value, and Translation Strategy: Introducing Thomas Mann's Aschenbach in English." Translation and Literature 19, no. 1 (March 2010): 42–71. http://dx.doi.org/10.3366/e0968136109000764.
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By analysing closely two English versions of the opening passage of Der Tod in Venedig, this discussion addresses implications arising from the interlingual transfer of syntactic structures in literary texts. Even the most cursory glance at a translation corpus shows that prose translators - subject to language-typological constraints in syntactic possibilities - are generally concerned to mirror the sentence structures of the SLT in the syntactic composition of their TL versions. Here the contention is that, on the contrary, translation solutions cannot be ‘equivalent’ to the original at the level of complex syntax. Rather, translators inevitably make changes which significantly alter the information focus, agency patterns, and cohesion of the original, impacting on the literary meaning in subtle ways.
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Valeeva, Dinara Rashidovna, and Alina Andreevna Ershova. "To the Question of the Interference and Positive Transfer When Teaching Russian to Hispanic Students." International Journal of Higher Education 8, no. 7 (October 28, 2019): 39. http://dx.doi.org/10.5430/ijhe.v8n7p39.
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The real research is devoted to problems of an interlingual interference in the process of studying of Russian by students of the Hispanic countries. The relevance of the article is caused by the fact that at all variety of the scientific works devoted to the contrast description of various languages and the analysis of their interference, it is a little work comparing the Russian and Spanish languages. The research was conducted for the purpose of comparison of the separate language phenomena of the Russian and Spanish languages and the description of those lexical and grammatical features which knowledge will allow teachers to warn and correct native speaker errors in the Russian speech, therefore, to optimize training process. According to the authors, it is advisable to use the national focused tests and tasks on classes in RKI and also governed with explanations and examples in the native language of students that will increase their intellectual activity.
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Fridayanthi, N. P. T. M. E. "GRAMMATICAL ERRORS COMMITED BY EIGHT GRADE STUDENTS IN WRITING RECOUNT TEXT." International Journal of Language and Literature 1, no. 4 (November 21, 2017): 213. http://dx.doi.org/10.23887/ijll.v1i4.12584.
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There are 2 purposes of conducting this study, (1) finding the errors commonly made in writing recount text by eighth grades students at SMPN 2 Seririt; and (2) finding the sources of the errors committed in writing recount text by eighth grades students at SMPN 2 Seririt. As a descriptive qualitative research, there were two main instruments used in this study, they were the researcher and the sample of writing. After gaining the data, then descriptive analysis was conducted. From 30 students’ writing which were analyzed based on surface strategy taxonomy proposed by Dulay et al. (1982), it is found that there are 169 errors committed by the subject including 130 (77%) omission errors, 14 (8.28%) misordering errors, 13 (7.7%) misformation errors, and 12 (7.1%) addition errors. Omission error becomes the most frequent errors committed by the students. There are three types of errors sources found in this study, those are intralingual transfer (90.96%), interlingual transfer (7.22%), and context of learning (1.8%).
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Fasikh, Mukhlasul. "mk THE ERROR ANALYSIS OF REGULAR AND IRREGULAR VERBS IN THE SIMPLE PAST TENSE." Journal of English Language and Literature (JELL) 5, no. 01 (March 5, 2020): 75–88. http://dx.doi.org/10.37110/jell.v5i01.97.
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This study aims to identify how many average students who are able to understand the use of regular and irregular verbs and to find out how many percentages of errors in using regular and irregular verbs and also to find out the source of error in using regular and irregular verb and also to make teaching and learning activities more effective and efficient. This research is descriptive research method. The Writer uses the questioners to collect the data. Students answer the questions and choose the best respond to complete the affirmative, negative, and interrogative sentences. The writer finds out the average of students who are able to understand the use of regular and irregular verbs by answering questions correctly is 11.8. The total percentage of errors in using regular and irregular verbs is 70.48% and 29.52% of students are able to answer correctly. The source of errors that many students have made is from overgeneralization and both transfer of knowledge which is interlingual and intralingual transfer.
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Dayat, Dayat. "Analysis on English Speaking Performance: Exploring Students’ Errors and The Causes." JETL (Journal Of Education, Teaching and Learning) 2, no. 1 (March 31, 2017): 130. http://dx.doi.org/10.26737/jetl.v2i1.149.
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<p>This study was aimed to analyze students’ errors and the causes during speaking performance by twenty-nine fourth semester English students of in IKIP PGRI Pontianak who had low speaking performance. In collecting the data, video recordings were used to find errors and frequencies, while, focus group interview investigating factors of speaking errors. The data were analyzedby identifying the errors, grouping and tabulating into category codes. To analyze the interview, 1) listening to talking data, 2) shaping talking data, 3) communicating talking data with an interpretative intent, 4) reproducing or (re)constructing data, and building data credibility. The findings showed speaking errors with five categories: 28% of incorrect omissions, 26% of unnecessary words, 24% of misused forms, 19% of confused forms, and 3% of misplaced forms. Furthermore, other findings mostly included the causes of errors that influenced them in speaking were interlingual transfer, intralingual transfer, learning context, and communication strategies.</p>
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Dudek, Anna. "The Untranslatability of Dialects in Subtitling. An Analysis of Translation Techniques Used in the English Subtitles to The Peasants." Anglica Wratislaviensia 56 (November 22, 2018): 295–307. http://dx.doi.org/10.19195/0301-7966.56.18.
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The aim of this research is to estimate the degree of dialect untranslatability in audiovisual translation AVT. Polish regiolects may constitute a significant barrier to interlingual transfer. The problems with non-standard varieties of a language, which are frequently incomprehensible even to native speakers of their standard counterparts, can be overcome by means of, inter alia, explanatory periphrastic substitution added to the translated text. In the method of subtitling examined in this research, however, a translation of this kind is nearly impossible due to the broadly defined aesthetics of film e.g. time and space constraints frequently applied to the mode of AVT. Therefore, this article examines the hypothesis of dual constraint, which assumes a two-fold hindrance to a successful AV dialect transfer i.e. the lack of equivalents in the target language and the aforementioned aesthetic requirements of film. The corpus of the material researched here is based on the English subtitles for the screen adaptation of Chłopi — a Nobel Prize-winning novel written by Władysław Stanisław Reymont The Peasants; PolArt Video 2006. This article provides the theoretical background for the subsequent study as well as introduces its own classification of the translation techniques applicable to this particular piece of research as well as to other AV dialect transfers. The research part focuses on the research proper. The findings are briefly summarised and conclusions are drawn.
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Widowati, Diah Retno, Henny Rahmawati, and Febti Ismiatun. "Analysis of Indonesian Students’ Language Transfer of English Idiomatic Sentences." JL3T ( Journal of Linguistics Literature and Language Teaching) 6, no. 2 (January 28, 2021): 102–14. http://dx.doi.org/10.32505/jl3t.v6i2.1927.
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The complexity of transferring language might mislead students as translators to mistranslate texts due to errors. Errors can be in the form of a message (meaning) or language, which also consists of grammar and lexicon. Transferring language also needs consideration of equivalent language transfer from the source language (SL) to the target language (TL). The present research identifies the error types, the source of errors, and the types of idiomatic translation that were done by English Department students of University of Islam Malang. The subjects of the research were 77 of the fifth semester students who took Translation course. The core data of this research were the students' translation works from English to bahasa Indonesia and unstructured interviews. This study employed a descriptive qualitative design. The data of the research were obtained from the result of the students' translation during the course. The data obtained also showed that more students commit errors on language than errors on message. The errors of language exist in the form of lexical aspect; they are conjunction, verb, and noun. In addition, the source of errors tends to happen because of the interlingual factors than the intralingual factors. The idiomatic transfer from the source language to the target language was done by shifting the meaning of idiom, instead of through word to word translation.
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Yoga Widiadnya, I. Gusti Ngurah Bagus. "AN ERROR ANALYSIS IN USING SIMPLE PAST TENSE IN INCIDENT REPORT E-MAILS BY KIDS CLUB SOFITEL STAFF." Widya Accarya 11, no. 1 (March 31, 2020): 107–11. http://dx.doi.org/10.46650/wa.11.1.840.107-111.
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Abstract
This research aimed to find out the common errors of word order especially in using verb, to be, and noun phrase in writing incident report emails made by Kids club Sofitel staffs. The problem statement of this research was “what are the types and the sources of error on the use of simple past tense in Kids club incident reports by email writing”. The objective of this research was to find out the types and the sources of errors that often occurred in the use of simple past tense in incident reports made by Kids club Sofitel staffs. To analyze the data, the researcher used descriptive qualitative method and used error analysis procedure to make clear explanation. The error collected was classified based on Dulay Strategy Taxonomy. The participants of this study consist of five staffs from Kids club Sofitel Bali Nusa Dua. By this analysis, the researcher found errors as follows: there were 132 errors were found in the staff’s incident reports. The total errors of Omission were 64 errors, Addition were 5 errors and Mis-formation were 63 errors and also 109 errors of Intralingual transfer and 23 errors of Interlingual transfer. So could be concluded that the most of error found was Omission and lowest of error found was Addition and the most of sources of error was Intralingual transfer.
Keywords: Error Analysis, Simple Past Tense, E-mail.
Abstrak
Abstrak. Penelitian ini bertujuan untuk mengetahui kesalahan umum urutan kata terutama dalam menggunakan kata kerja, menjadi, dan frasa kata benda dalam menulis email laporan kejadian yang dibuat oleh staf Kids club Sofitel. Pernyataan masalah dari penelitian ini adalah "apa jenis dan sumber kesalahan tentang penggunaan simple past tense dalam laporan insiden Kids club dengan menulis email". Tujuan dari penelitian ini adalah untuk mengetahui jenis dan sumber kesalahan yang sering terjadi dalam penggunaan simple past tense dalam laporan insiden yang dibuat oleh staf Kids club Sofitel. Untuk menganalisis data, peneliti menggunakan metode deskriptif kualitatif dan menggunakan prosedur analisis kesalahan untuk membuat penjelasan yang jelas. Kesalahan yang dikumpulkan diklasifikasikan berdasarkan Dulay Strategy Taxonomy. Peserta penelitian ini terdiri dari lima staf dari Kids club Sofitel Bali Nusa Dua. Dengan analisis ini, peneliti menemukan kesalahan sebagai berikut: ada 132 kesalahan ditemukan dalam laporan insiden staf. Total kesalahan Kelalaian adalah 64 kesalahan, Penambahan 5 kesalahan dan Kesalahan informasi adalah 63 kesalahan dan juga 109 kesalahan transfer Intralingual dan 23 kesalahan transfer Interlingual. Jadi dapat disimpulkan bahwa sebagian besar kesalahan yang ditemukan adalah Kelalaian dan kesalahan terendah yang ditemukan adalah Penambahan dan sebagian besar sumber kesalahan adalah transfer Intralingual.
Kata kunci: Analisis Kesalahan, Simple Past Tense, E-mail.
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GÖK, Şahin. "Contrastive error analysis of Turkish EFL learners in writing." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 236–42. http://dx.doi.org/10.36892/ijlls.v2i4.429.
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The aim of this study is to find out to what extent Turkish EFL students make interlingual (interference) and intralingual (developmental) errors in writing at the university level. The mid-term and final examination papers of 50 Turkish EFL students were taken and their errors were categorized into interference and developmental errors. The results of our research have shown that they made a mean of %14.6 interference errors. Thus, this proportion does not confirm the contrastive analysis hypothesis claiming that all errors are due to the negative transfer from the mother tongue. On the other hand, they made a mean of %85.4 developmental errors which are not related to L1. So the results of T?Test indicate that Turkish EFL students made significantly more (p<.001) developmental errors.
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Mahmoud, Abdulmoneim. "Simplification in Language Learning: What Do Learners Simplify?" Studies in English Language Teaching 2, no. 3 (September 24, 2014): 275. http://dx.doi.org/10.22158/selt.v2n3p275.
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<p><em>This article focuses on the notion of 'simplification' in language learning from the perspective of the learner and that of the teacher. Instead of using the term to refer to a learning and communication strategy whereby learners drop certain linguistic elements, we believe that it can be reserved for the caretakers and language teachers who 'simplify' their language to communicate with the learners. The learners' use of a reduced system is due either to cognitive limitations or the use of various learning and communication strategies which lead to the omission, insertion, substitution or mis-ordering of linguistic elements. Language learners use interlingual and intralingual transfer strategies in an attempt to facilitate the task of learning and communicating in the target language. Omission of linguistic elements is not intended to 'simplify' the language. The linguistic elements that learners add due to transfer may be more than those they omit. Hence, linguistic simplification by caretakers and language teachers needs to be distinguished from the simplification of the learning task by the learners</em>.</p>
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Wang, Li, and Fei Pei. "Types and Features of Noun Phrase in Chinese Scholars’ Abstracts." International Journal of English Linguistics 5, no. 6 (November 30, 2015): 84. http://dx.doi.org/10.5539/ijel.v5n6p84.
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<p>Noun phrases, as the basic components of sentences, carry large amounts of information. Based on corpus-based research method, this study aims to explore the use of nouns in the journal abstracts written by Chinese scholars. Statistically significant difference was found in the noun <em>effect</em> between Chinese scholars’ dissertation abstracts (CSDA) and English-speaking scholars’ dissertation abstracts (ESDA), so <em>effect </em>was chosen as an example word throughout the research. The results show that (1) Chinese scholars tend to use more simple noun phrases while international journal scholars are inclined to use complex noun phrases in their articles. (2) As for the use of the colligation <em>adjective+effect, </em>Chinese scholars are likely to use synonyms or to replace the more appropriate adjectives, which cause non-native expressions. (3) As for the colligation of <em>effect+preposition</em>, <em>in </em>is most frequently used by Chinese scholars, but seem to be untypical to the international journal scholars. The study found that interlingual transfer (mother tongue transfer) and intralingual transfer appear to be the main causes of these discrepancies.</p>
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Vujovic, Marija. "PRAVOPISNE GREŠKE U MEĐUJEZIKU SRBOFONIH STUDENATA KOJI UČE TIPOLOŠKI SRODNE JEZIKE (ITALIJANSKI KAO L2 I ŠPANSKI KAO L3)." Lipar XXI, no. 73 (2020): 217–31. http://dx.doi.org/10.46793/lipar73.217v.
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The studies that analyze the interlanguage of plurilingual speakers have been the focus of linguists’ interest for the past three decades, since empirical researches have proved that both students’ mother tongue and non-mother tongue can be a resource for transfer when learning a new language. The paper analyzes orthographic errors made by Serbophone students of philology who study two typologically similar languages - Italian and Spanish, which arose as a result of a negative transfer from one language to another. The presented errors prove that the negative transfer is stronger in typologically closely related languages than in those that are not, regardless of the order of acquisition (De Bot, 1992; Williams & Hammarberg, 1998; Jarvis, 2000; De Angelis & Selinker, 2001; Cenoz, 2001; Ecke, 2001; Hammarberg, 2001; Ringbom, 2001). Due to the factors of language distance and psychotypology that influenced the appearance of transfers, it has been proved that interlinguistic similarities are the ones that caused the largest number of errors (Swan, 1997) and the appearance of negative lateral transfer, i.e. negative transfer from the second to the third language. The errors did not occur exclusively due to ignorance of the rules of the Spanish language, but they were caused by the influence that the knowledge of the previously acquired Italian had on learning Spanish. Thus, most of the errors were interlingual. Many errors identified in the corpus would not have been made by students who had previously learned another foreign language typologically distant from Spanish. As the largest number of orthographic errors was identified in words that are the same or similar in Italian and Spanish, the claim of many linguists (Williams & Hammarberg, 1998; Cenoz, 2001; De Angelis & Selinker, 2001; Ecke, 2001; Hammarberg, 2001; Ringbom, 2001) that the typological similarity between L2 and L3 facilitates language transfer has been proved. Thus, when studying transfer, one should pay attention not only to the influence of the mother tongue on the target language, but also to the influence of L2 on the target language, especially in the case when L2 is typologically closest to the L3.
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Lamri, Chamseddine, and Amira Cherifi. "Modern standard Arabic interference in Algerian English as a foreign language students’ writings." Global Journal of Foreign Language Teaching 10, no. 2 (May 29, 2020): 93–100. http://dx.doi.org/10.18844/gjflt.v10i2.4664.
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Linguistic interference is a phenomenon which occurs when the learners’ knowledge of his first language or the mother tongue interferes with the knowledge of the language that is being learnt. This problem is recurrent among foreign language learners, a case in point in Algeria, Modern Standard Arabic interfere with English in students oral and written productions. Hence, stylistic errors are produced by the learners because the knowledge about the foreign language is established incorrectly. Accordingly, this paper will explore the types of linguistic interference errors done by pupils on their English writings at Bouazza Miloud high school in Tlemcen-Algeria. The quantitative and qualitative analysis of pupils’ productions revealed the existence of syntactic, lexical and semantic errors. These findings underline the need for a detailed analysis to propose pedagogical solutions as using authentic materials and the focus on reading to write correctly and coherently.
Keywords: Modern Standard Arabic; language interference; Negative transfer; interlingual errors; writing.
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Sukarno. "THE ANALYSIS ON THE GRAMMATICAL ERRORS OF THE FIRST YEAR STUDENTS ESSAYS." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 1. http://dx.doi.org/10.24167/celt.v16i1.488.
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A language learner often faces many linguistic differences, especially if the native language and the target language are from different language families. The current study investigates the grammatical errors made by the first year students of the English Department, Faculty of Letters, Universitas Jember, Indonesia. The data were collected from 30 participants essays of Writing 01 class (documentary data) conducted from August to December 2014. Having been identified, the errors were classified into various categorizations, and analyzed based on descriptive-interpretative method to find the possible sources of the errors. The research revealed that the learners committed ten types of grammatical errors, and the six mostly prominent errors were plural form, subject-verb agreement, verb tense, word form, subject/verb omission, and passive voice respectively. This research also showed that the errors mostly resulted from the different linguistic principles of Indonesian and English (interlingual transfer), and partly from the faulty of overgeneralization of English rules (intralingual transfer). The overt influences of Indonesian to English as well as the overgeneralization of English rules can provide the writing teachers and course designers with insightful guidelines for better understanding of the sources of errors, which in turn, can help them to apply the more appropriate approaches to manage the foreign language learners errors of the year students
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Famularsih, Sari. "The Interlanguage Interference on the Difficulties of Building Question Sentences by the Second Year Students of MA As Soorkaty Salatiga." Register Journal 7, no. 1 (June 1, 2014): 119. http://dx.doi.org/10.18326/rgt.v7i1.119-142.
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This study is aimed to elaborate the interlanguage interference of the difficulties which are faced by 40 second year students of MA As Soorkaty Salatiga in academic year of 2004-2005 in building question sentences and the sources of difficulties. The research is conducted by such kind of test. The total number of test are 20 items, consist of 5 yes-no questions, 5 W-H questions, and 10 tag questions which is done in a written essay form. Based on the analysis, the result shows some conclusions. Firstly, the researcher finds the types of difficulties problems are faced by the students in building question mastery, such as: (1) building yes-no question sentences in translation the word “apakah”, that is related with the use of to be. (2) Building interrogative word question sentences in translation the words “apa”, “kapan”, “milik siapa”, etc. That are related with the use of “what”, “when”, “whose”, etc. (3) Completing the tag question sentences with the proper auxiliary based on tense of the sentences. The most difficulties in building question sentences are especially in yes-no question form by using the word “apakah”. In the term of interlanguage, the students’ errors are mostly included in expressing meaning by the words and grammar of the first language. The source of difficulties which have been analyzed are mostly caused by inter lingual and intra lingual transfer. Keywords: Interlanguage; Question Sentence; Interlingual Transfer; Intralingual Transfer
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Famularsih, Sari. "The Interlanguage Interference on the Difficulties of Building Question Sentences by the Second Year Students of MA As Soorkaty Salatiga." Register Journal 7, no. 1 (June 1, 2014): 119. http://dx.doi.org/10.18326/rgt.v7i1.234.
Full textAbstract:
This study is aimed to elaborate the interlanguage interference of the difficulties which are faced by 40 second year students of MA As Soorkaty Salatiga in academic year of 2004-2005 in building question sentences and the sources of difficulties. The research is conducted by such kind of test. The total number of test are 20 items, consist of 5 yes-no questions, 5 W-H questions, and 10 tag questions which is done in a written essay form. Based on the analysis, the result shows some conclusions. Firstly, the researcher finds the types of difficulties problems are faced by the students in building question mastery, such as: (1) building yes-no question sentences in translation the word “apakah”, that is related with the use of to be. (2) Building interrogative word question sentences in translation the words “apa”, “kapan”, “milik siapa”, etc. That are related with the use of “what”, “when”, “whose”, etc. (3) Completing the tag question sentences with the proper auxiliary based on tense of the sentences. The most difficulties in building question sentences are especially in yes-no question form by using the word “apakah”. In the term of interlanguage, the students’ errors are mostly included in expressing meaning by the words and grammar of the first language. The source of difficulties which have been analyzed are mostly caused by inter lingual and intra lingual transfer. Keywords: Interlanguage; Question Sentence; Interlingual Transfer; Intralingual Transfer
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Fatani, Afnan H. "The Lexical Transfer of Arabic Non-core Lexicon: Sura 113 of the Qur'an – al-Falaq (The Splitting)1." Journal of Qur'anic Studies 4, no. 2 (October 2002): 61–81. http://dx.doi.org/10.3366/jqs.2002.4.2.61.
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This paper is an attempt to stimulate a more scientific and linguistic approach to Qur'an-translation than has hitherto been undertaken. Various theories of meaning widely employed in semantics are mobilised to illustrate the referential versatility of Arabic non-core lexemes and to highlight the semantic errors of transfer that this versatility generates. Recent advances in the field of descriptive semantics have greatly enhanced our interlingual ability to translate texts, especially the more difficult texts that rely heavily on ‘non-core lexicon’, the formal, learned and less familiar lexemes of a language-system. However, it is clear from a reading of recent research in Arabic linguistics that serious problems still remain for researchers interested in transferring the non-core lexicon of Arabic into English, basically because of the wide range of referential meanings that Arabic non-core lexemes can exhibit. My approach is based on the premise that the referential versatility of Arabic non-core lexicon can be better appreciated when the hidden errors of lexical transfer inscribed in existing target language (TL) texts are exposed and clearly explicated. In order to expose the semantic gaps between source language (SL) and TL lexicon, this study adopts a multi-level or glossed procedure of translation that would more faithfully reproduce the morpho-semantic structure of the SL text.
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Sermsook, Kanyakorn, Jiraporn Liamnimitr, and Rattaneekorn Pochakorn. "An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students." English Language Teaching 10, no. 3 (February 7, 2017): 101. http://dx.doi.org/10.5539/elt.v10n3p101.
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The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students’ sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students’ first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students’ writing errors is genuinely needed.
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Khidirova, Gulnora N. "Syntactic Transformations in Russian Translations of A. Kadiri’s Novel “Past Days”." Polylinguality and Transcultural Practices 17, no. 3 (December 15, 2020): 375–84. http://dx.doi.org/10.22363/2618-897x-2020-17-3-375-384.
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The compared languages (Uzbek and Russian) belong to languages of different grammatical structure, which has a decisive theoretical and practical significance in the cognition of linguistic phenomena. The grammatical structure of these languages is determined by the nature of their syntax and morphology. Differences in languages at different levels of their system cause translation difficulties. This is the reason for the use of syntactic transformations in the translation process. The article analyzes syntactic transformations - transformations of the structure of a sentence or one syntactic type of sentence into another, based on the material of Russian translations of A. Kadiris novel Past Days. It is shown that transformations occupy an important place in literary translation, since it is often impossible to use correspondences from dictionaries. With the help of transformations, it is possible to change the internal form of lexical units or replace one or another syntactic structure for an adequate transfer of content. Based on factual material, the influence of lexical, grammatical and stylistic factors on the methods of interlingual replacement, means of compensation, various transformations, including syntactic transformations, is considered.
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Tomme-Jukēvica, Ingēra. "LEXICAL ERRORS IN THE ACQUISITION OF THE LATVIAN LANGUAGE AS THE SECOND LANGUAGE AT PRESCHOOL AGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 469. http://dx.doi.org/10.17770/sie2016vol2.1406.
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The lexical component plays a significant role in the first stages of language acquisition. However, there has been relatively little research into the lexical errors of young second language learners at preschool age. Moreover, the Russophone children’s Latvian language as a second language has not been analyzed in lexical aspect so far. The aim of this study is to investigate types of lexical errors and the reasons for their occurrence. The data on 12 six-seven year old children, who study L2 (Latvian) in a formal language learning context were collected. Children’s speech (using the author’s compiled vocabulary test for identification of productive skills of single-word vocabulary) was recorded on a dictaphone. Errors were identified, classified and tabulated. The findings illustrate three categories of lexical errors: interlingual (L1-transfer), intralingual (L2-influence) and mutual (both L1- and L2-influence) in the oral presentations of the participants. Semantic, morphological, and phonological types of errors featuring in them were identified. The results imply that children (like adults) learning L2 vocabulary use the strategy of LI (Russian) lexical transfer (e. g., borrowing, coinage) to cope with the lexical difficulties imposed by the new vocabulary. Determination of the particular lexical errors, and establishment of the causes that generate them will help the teacher delimitate their approach to Latvian vocabulary teaching. To prevent children’s errors some recommendations are proposed. It is advisable to devise and incorporate special exercises and activities directed to the practice of problematic lexical areas.
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Kusdianty, Stevyara Rismawathi. "THE ANALYSIS OF STUDENTS� ERROR IN USING RELATIVE CLAUSE." Indonesian EFL Journal 2, no. 1 (September 12, 2017): 60. http://dx.doi.org/10.25134/ieflj.v2i1.638.
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This study is aimed at investigating error types of Relative Clause and focuses on error of selection items of relative pronoun. Limitation of the study was on the students� error in using relative pronoun (who, whom, which, and whose) in Report Text and the causes of the students� error. This study used descriptive qualitative method. There were two techniques of collecting the data; observation which aimed at giving relative pronoun test in Report Text and interview which aimed at gathering information about the causes of the students made error. 20 students from class XI IPA 1 and XI IPA 2 of SMAN 1 Garawangi were chosen by the researcher as the sample of this study. The theory by Corder (1982), Azar (1999) and Brown (2000) were used as a basic theory to analyze the collected data. Finally, the results of the analysis showed that the students made errors in relative pronoun �who� with number 45 errors or 33.6%. The error in using relative pronoun �whom� were 32 errors or 23.9%. The error in using relative pronoun �which� were 29 errors or 21.6%. The error in using relative pronoun �whose� with number 28 errors or 20.9%. The errors caused by the influences of intralingual transfer or most of the students didn�t understand about the material, and interlingual transfer or the influences from their mother tongue in pronouncing and writing relative pronoun.Keywords: error analysis, relative pronoun, students, report text
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Ni'mah, Jauharotun. "Interferensi Gramatikal Bahasa Indonesia dalam Mahārah Kalām Santriwati KMI Pondok Modern Ar-Risalah Ponorogo." LISANIA: Journal of Arabic Education and Literature 2, no. 2 (December 28, 2018): 121. http://dx.doi.org/10.18326/lisania.v2i2.121-138.
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Language plays an important role in human life. language and humans can not be separated. Humans in all their activities need language to communicate with other humans. Communication has various kinds, one of which is oral communication that can cause interference. This research is descriptive in qualitative form. In this study the author uses listening method, the basic technique is "Tapping Technique". The advanced technique I is checking out the free involvement technique or "SBLC". Advanced technique II is a note-taking technique. Another technique is interview. The emphasis of the analysis in this study is the grammatical interference of Bahasa Indonesia in mahārah kalām, of female students (santriwati) of Kulliyatul Mu’allimat Al-Islamiyah (KMI) at Ar-Risalah International Program of modern boarding school Ponorogo. Based on the emphasis of the analysis above, the authors chose the intralingual equivalent method as an analysis method. The presentation method of the data results analysis used in this study is an informal method. The results show that the form of Interference that occurs in the study location is in the form of morphological and syntactic interference. As for the factor underlying the interference in mahārah kalām of Santriwati at KMI Ar-Risalah boarding school is the difference in the system of first language or second language (interlingual transfer), analogy (excessive equation), thinness of user loyalty to recipient languages, the need for synonyms and transfer language because it brings habits in mother tongue.