Academic literature on the topic 'Intralingual errors'
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Journal articles on the topic "Intralingual errors"
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Masriani Mery Rosmida Silalahi, Rani Rakasiwi, Marlina Tampubolon, and Ricki Asi Erwindo Siahaan. "Morphosyntactic Errors in Students’ Written Narrative Text." Journal of Classroom Action Research 3, no. 2 (2024): 49–55. http://dx.doi.org/10.52622/jcar.v3i2.269.
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The objective of this study are to (1) investigate types of errors in students’ Written Narrative Text made by students grade IX, (2) to find out the causes of errors on the students’ writing. Based on the analysis by Dulay’s theory, there are four kinds of errors: 1. Error of Omission, 2. Error of Addition, 3. Error of Misformation, 4. Error of Misorder. The dominant types of errors found in the students writings is Error of Misformation. The source of errors is analysed based on Brown’s Theory. The source of the errors are: 1) Interlingual Transfer, 2) Intralingual Transfer, 3) Context of Learning, and 4) Communication Strategy. Based on the analysis, the source of errors found are Interlingual Transfer and Intralingual Transfer. This study uses descriptive qualitative research. The subjects of this study are the students of grade IX SMK Satria Binjai. In conclusion, students make some morphosyntactic errors in their writing an d the potential cause of the errors is intralingual Transfer and Interlingual Transfer. In this case, the conclusion and the suggestions are directed to those who would teach and learn english writing. Keywords : Error Analysis, Narrative Text, Morphosintactic
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Angguni, Resazia. "INTERLINGUAL AND INTRALINGUAL ERRORS OF WRITING DESCRIPTIVE TEXT MADE BY THIRD SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT SARJANAWIYATA TAMANSISWA UNIVERSITY YOGYAKARTA." JELLT (Journal of English Language and Language Teaching) 4, no. 2 (2020): 75–85. http://dx.doi.org/10.36597/jellt.v4i2.9463.
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The present study analyzes the types and sources of errors in descriptive text made by the third semester students of English Education Department. The study was conducted through descriptive qualitative method. Students’ writing documents were analyzed. The data analysis technique involved several steps such as identifying, classifying, describing, and counting. The theory proposed by Dulay et al (1982) was used to analyze types of errors and the theory of Brown (2007) was employed to analyze the sources of errors. There were four types of errors and two sources of errors in the students’ writing descriptive text. Those were omission, addition, misformation, and misordering errors. In omission, there were 41 errors (23.29%), addition there were 11 errors (6.25%), misformation , there were 85 errors (48.29%) and in misordering, there were 39 (22.15%). Whereas the sources of errors in this research were interlingual and intralingual errors. The total error of interlingual was 62 errors (35.22%) and intralingual was 114 errors (64.77%). So it can be concluded that the most dominant types of errors found in students writing was misformation error. While Intralingual error was the most frequent of sources of errors based on the finding in this research.
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Angguni, Resazia. "INTERLINGUAL AND INTRALINGUAL ERRORS OF WRITING DESCRIPTIVE TEXT MADE BY THIRD SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT SARJANAWIYATA TAMANSISWA UNIVERSITY YOGYAKARTA." JELLT (Journal of English Language and Language Teaching) 4, no. 2 (2020): 75–85. http://dx.doi.org/10.36597/jellt.v4i2.9463.
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The present study analyzes the types and sources of errors in descriptive text made by the third semester students of English Education Department. The study was conducted through descriptive qualitative method. Students’ writing documents were analyzed. The data analysis technique involved several steps such as identifying, classifying, describing, and counting. The theory proposed by Dulay et al (1982) was used to analyze types of errors and the theory of Brown (2007) was employed to analyze the sources of errors. There were four types of errors and two sources of errors in the students’ writing descriptive text. Those were omission, addition, misformation, and misordering errors. In omission, there were 41 errors (23.29%), addition there were 11 errors (6.25%), misformation , there were 85 errors (48.29%) and in misordering, there were 39 (22.15%). Whereas the sources of errors in this research were interlingual and intralingual errors. The total error of interlingual was 62 errors (35.22%) and intralingual was 114 errors (64.77%). So it can be concluded that the most dominant types of errors found in students writing was misformation error. While Intralingual error was the most frequent of sources of errors based on the finding in this research.
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Utami, Silvia. "THE SOURCE OF ERRORS IN INDONESIAN-ENGLISH TRANSLATION." Jurnal KATA 1, no. 2 (2017): 192. http://dx.doi.org/10.22216/jk.v1i2.2351.
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<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>
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Murtiana, Rahmila. "An Analysis of Interlingual and Intralingual Errors in EFL Learners’ Composition." Journal Educative : Journal of Educational Studies 4, no. 2 (2019): 204. http://dx.doi.org/10.30983/educative.v4i2.2544.
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<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>
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Kusmaryani, Woro, and Fitriawati Fitriawati. "Intralingual and Interlingual Grammatical Error Analysis on Students’ Writing." Linguistics and ELT Journal 11, no. 1 (2023): 40. http://dx.doi.org/10.31764/leltj.v11i1.15775.
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This article is intended to reveal students’ Intralingual and Interlingual Grammatical Error on their writings. The design of this research was descriptive qualitative. This research was conducted at Junior High School Level with 21 participants through purposive sampling method. Students’ writings were the main data used in this research. Based on the students' writings, the researchers pinpointed the errors' sources. Using Richards' categorization, the errors were then divided into intralingual transfer and interlingual transfer. Intralingual transfer was the first and most frequent source of errors. This type contained 66 errors, or 84%. Interlingual error was the second most common type of error, accounting for 13 or 16% of all errors. The target language itself, which led to the students' errors. Interlingual error occurred when students employed the first language system to produce language because they were unaware of the rules or grammar of the target language they were learning. It is crucial for teachers explain to students how grammatical notions function in context. Giving constructive feedback on English grammar assignments will enable teachers and students to gain a better idea of where each person sits in terms of their knowledge level.
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Aldinata, Dyansyah, and Evert Haryanto Hilman. "ERROR ANALYSIS OF ENGLISH TO INDONESIA SUBTITLE IN THE WAY WAY BACK MOVIE." JURNAL BASIS 9, no. 2 (2022): 171–80. http://dx.doi.org/10.33884/basisupb.v9i2.5884.
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This research aims to find the error analysis that can be found in The Way, Way Back (2013) movie. The source data was taken from English to Indonesian subtitles. Based on Carl James theory (2008) there are substance error, text error, grammar error and lexical error. There are also two causes of errors: interlingual and intralingual. This research used a descriptive qualitative method. Error analysis occurs because lack of vocabulary, words, and structure. To finished this study, the researcher watched the movie, gather the data and pick which word that had error analysis. Based on the data analysis there were lexical errors and text error that found in 100 data, which consist 44 lexical errors (44%) 56 text errors (56%) 3 grammar errors (3%) and 1 substance errors (1%). The cause of error, 64 interlingual (64%) and 36 intralingual (36%)
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Dr., P. Prabhavathy. "HUMANISTIC APPROACH OF ENGLISH LANGUAGE TEACHING AND LEARNING AS A SECOND LANGUAGE WITH ANALYSIS ON INTRALINGUAL ERRORS." International Journal of Multidisciplinary Research and Modern Education (IJMRME) 6, no. 1 (2020): 22–26. https://doi.org/10.5281/zenodo.3732283.
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‘Writing’ skill is very important for English learners. Most of the learners of English as a second language commit many errors during any kind of writing tasks. This study is an analysis on Intralingual errors on writing ‘Tense Shift’ in a paragraph via dictation (Simple Present Tense to be shifted into Simple Past Tense) written by level one students i.e. the first year students of Engineering and Technology, conducted at two colleges which are located in Coimbatore (District), Tamilnadu (State). This research suggests some of the possible reasons and explanations to avoid intralingual errors. The focus of the research is about the ‘Humanistic Approach’ of English Language Teaching and Learning as a second language and its classroom techniques, aiming at finding out the intralingual errors and its causes, categorizing and analysing the errors related to Pit Corder’s (1974) theory of Error Analysis (EA), showing some correction techniques and role of planning, error versus mistake and also sheds light on implications for English Language Teaching – Learning and Testing.
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Sari, Eny Maulita Purnama. "INTERLINGUAL ERRORS AND INTRALINGUAL ERRORS FOUND IN NARRATIVE TEXT WRITTEN BY EFL STUDENTS IN LAMPUNG." Jurnal Penelitian Humaniora 17, no. 2 (2016): 87. http://dx.doi.org/10.23917/humaniora.v17i2.2501.
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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.
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Buansari, Istihayyu, Maulani Pangestu, and Tara Fitri Hanifah. "Grammatical Error Analysis in Recount Texts Made By Seventh Grade." Wanastra : Jurnal Bahasa dan Sastra 14, no. 2 (2022): 91–100. http://dx.doi.org/10.31294/wanastra.v14i2.12818.
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Abstract - The objective of this study is to know the most dominant grammatical error made by the seventh-grade students of SMP Trisula Perwari 2 in writing recount text and the reason for the errors. The writer used Betty Azar’s types of error theory and Richards’ sources of error theory. The method used in this study was a descriptive analysis method to describe students’ errors and analyze the data. The research findings show that add a word error holds the first position in the most dominant errors made by the seventh-grade students of SMP Trisula Perwari 2 with 154 errors or 20% followed by other types of error with the total error of verb tense is 114 errors or 15% and spelling is 93 errors or 12%. In addition, the writer found that the students’ errors caused by interlingual transfer and intralingual transfer. The most frequent source of errors affecting the students in making recount text is intralingual transfer with a total of 437 errors (57%), which is followed by interlingual transfer in the second position with a total of 328 errors (43%). Key Words: Error Analysis, Writing, Recount Text.Abstrak - Tujuan dari penelitian ini adalah untuk mengetahui jenis kesalahan yang paling dominan dibuat oleh siswa kelas tujuh SMP Trisula Perwari 2 dalam menulis teks recount dan sebab dari kesalahan-kesalahan tersebut. Penulis menggunakan teori jenis kesalahan milik Betty Azar dan teori sumber kesalahan milik Richards. Metode yang digunakan dalam penelitian ini adalah metode analisis deskriptif untuk menjelaskan kesalahan siswa dan menganalisis data. Hasil penelitian menunjukkan bahwa jenis kesalahan add a word berada di posisi pertama dalam jenis kesalahan paling dominan yang dilakukan oleh siswa kelas tujuh SMP Trisula Perwari 2 dengan 154 kesalahan atau 20% diikuti oleh jenis kesalahan lainnya dengan total kesalahan verb tense adalah 114 kesalahan atau 15% dan spelling adalah 93 kesalahan atau 12%. Selain itu, penulis menemukan bahwa kesalahan siswa disebabkan oleh interlingual transfer dan intralingual transfer. Sumber kesalahan yang paling sering mempengaruhi siswa dalam membuat teks recount adalah intralingual transfer dengan total 437 kesalahan (57%) yang diikuti oleh interlingual transfer di posisi kedua dengan total 328 kesalahan (43%).Kata Kunci : Analisis Kesalahan, Menulis, Teks Recount
Dissertations / Theses on the topic "Intralingual errors"
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Björkegren, David. "Inter- and intralingual errors in Chinese students' compositions : A case study." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-70020.
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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.<br>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.
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Jonsson, Elina. "Slips or errors? : A study of the grammatical mistakes in Swedish pupils' written production of English." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43855.
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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.
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Yaaii, Nigatu Bayissa. "Étude comparative de quelques caractéristiques phonotactiques et morphosyntaxiques de l'afaan-oromo, de l'amharique et du français afin d’analyser l’interférence chez les apprenants du FLE en milieu académique éthiopien." Electronic Thesis or Diss., Mulhouse, 2024. http://www.theses.fr/2024MULH2906.
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Cette recherche se concentre sur les erreurs globales relevées dans les corpus collectés auprès des apprenantsdu français de l’université d’Arsi. À travers une étude comparative, l'objectif principal de cette recherche est,d'une part, d'examiner si les erreurs constatées sont dues à l'interférence des langues premières (L1) et,d'autre part, de déterminer si ces erreurs apparaissent à chaque niveau linguistique. Il s'agit donc d'évaluer sicette interférence affecte l'acquisition de la langue cible au niveau phonétique, morphologique et syntaxique.Au contexte de la didactique, certaines stratégies d'enseignement, introduites par un certain nombred'auteurs, sont proposées afin d’enseigner la production des sons uniques, la formation et l’assemblage desmots<br>This research focuses on global errors found in corpora collected from learners of French at the University ofArsi. Through a comparative study, the main aim of this research is, on the one hand, to examine whether theerrors noted are due to interference from the first languages (L1) and, on the other, to determine whetherthese errors appear at each linguistic level. The aim is therefore to assess whether this interference affects theacquisition of the target language at the phonetic, morphological and syntactic levels. In the context ofdidactics, certain teaching strategies, introduced by certain authors, are proposed to teach the production ofsingle sounds, word formation and word
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Gonulal, Talip. "A Correlational Study of the Relationships Between Syntactical Accuracy, Lexical Accuracy and the Quality of Turkish EFL Student Writing." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337810713.
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Raghay, Ahmed. "Analyse des erreurs linguistiques dans les productions orales et écrites des étudiants apprenant l’arabe langue seconde/étrangère aux niveaux A1/A2 à l’Université Savoie Mont Blanc." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2104.
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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<br>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
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Nazīr, ʻAbdu al-Ṣammad. "Baḥt fī al-ṣuʻūbāt al-tīyah tawājahhān ṭalāb al-lugat al-ʻArabīyat bi-al-ṣaff al-khāmis al-thānawī fī jumhūrīya Maurīshīwas". Thesis, 2013. http://hdl.handle.net/10500/8485.
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Based on the examiners’ reports of the University of Cambridge on the
shortcomings of the students of form V (school certificate level) in Arabic language
in the international examinations of year 2008 and 2009 and on the proposals and
recommendations therein, the researcher started this research work to address the
difficulties faced by students in Arabic language in the grammatical rules when
writing essays and in translation from Arabic to English and vice versa in form V
(school certificate level) and chose Doha Academy (secondary department) in
Mauritius as model.
The research work in fact confirmed the errors of students in the grammatical
rules after analyzing the examination scripts of the mock examinations run at the
school during the year 2009 and 2010 and the researcher came to know about the
causes of errors which were also confirmed by means of a questionnaire distributed
to the students at this level.
The researcher’s interviews with the male and female teachers of Arabic
language at School certificate level on the issue were of great benefits and they in
fact made mention of the grammatical errors which the researcher came across in
the mock examinations’ scripts after close study and analysis.
The researcher also considered the importance of the contrastive analysis
between Arabic and English due to its effect in learning Arabic as a second
language.
ط
After analysis of the questionnaire and interviews, the researcher came
across a number of important issues which he mentioned in details among the
results which he concluded.
The researcher concluded that most of the errors in grammar are due to the
influence of the English language on the Arabic language through linguistic
interference, transfer of experience, generalization, as well as errors related to the
target language itself like hypercorrection and intralingual phenomenon etc. And
that the errors found in translation are caused mainly because of lack of Arabic
vocabularies as well as literal translation and a lack of fluency and confidence in
using Arabic structures and grammar.
Finally, the researcher mentioned a number of recommendations and
suggestions which he considers to be a priority and should be executed if we really
wish to eliminate difficulties and problems in the process of teaching and learning
of the Arabic language at this level and to see the progress of this language in this
island.<br>على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج
قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002
8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي –
يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى
الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية
الدوحة في موريشيوس نموذجا.
لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين
8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين
تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى.
وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث
أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد
الدراسة والتحليل.
رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم
الطلبة اللغة العربية كلغة ثانية.
بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل
في النتائج في آخر البحث.
وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل
في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة
في التصويب وتداخل اللغة نفسها.
وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية
وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي.
وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات
والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم
اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة.<br>Religious Sudies & Arabic<br>D.Litt. et Phil. (Arabic)
7
Achten, Michael. "Die fehleranalytische Relevanz der prädominanten Spracherwerbshypothesen." Doctoral thesis, 2006. http://hdl.handle.net/11858/00-1735-0000-0006-AECC-B.
Full textBook chapters on the topic "Intralingual errors"
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Bingku, Soflies Marry, and Prilimercy Kojongian. "Intralingual and Interlingual Error in Acquisition of German Consonants." In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-35-0_183.
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Chalikandy, Muhammed Ali. "Omani Undergraduate Students' Writing Errors." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch017.
Full textAbstract:
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.
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MARIA ALMEIDA FLORIANO, FERNANDA. "A INTERLINGUA E A INTRALINGUA NA ESCRITA EM LINGUA INGLESA." In Ensino de línguas. Editora Realize, 2023. http://dx.doi.org/10.46943/viii.conedu.2022.gt15.012.
Full textAbstract:
O presente trabalho parte do pressuposto que os nossos alunos de língua inglesa, mesmo em nível avançado, cometem muitos erros em suas escritas. Algumas pesquisas vêm surgindo, no campo do ensino, a fim de comprovarem que os erros causados por esses alunos adultos em nível avançado são, em sua maioria, provenientes da própria aprendizagem da L2, a exemplo de Dulay (1982), Ellis (2003), Richards (1970, 1995) e Figueiredo (2007). Porém, temos visto que é possível encontrar em escritas erros que parecem ser provenientes da interferência da L1. Diante disso, essa pesquisa tem como finalidade analisar se a interferência da L1 também ocorre nos níveis avançados, ou seja, se essa ocorrência de erros, chamados de interlinguais, independe do nível de proficiência linguística do aluno. Apresentaremos um panorama das principais teorias de aprendizagem, desde o behaviorismo até o sociointeracionismo, no qual citamos teóricos como Ellis (2003), Pinker (2004), Littlewood (2006), Beaugrande (1997), Tomasello (2003) e Krashen (1987). Faremos uma análise sobre como os erros são vistos pelas teorias e analisaremos o corpus à luz das duas perspectivas relacionadas a erros: a Análise de Erros e a Análise Contrastiva, tomando por base teóricos como Ellis (2003), Richards (1995), Silva (2000), Santos (2005), Slama-Cazacu (1979), bem como discutiremos como a escrita é vista pelas teorias de aprendizagem, tendo como respaldo Kato (1986). O corpus desta pesquisa é composto de duas composições escritas por alunos de uma escola de línguas em Campina Grande, PB. Os resultados obtidos após a análise das redações, confirmam nossa hipótese de que mesmo em nível avançado, a L1 interfere nas escritas dos alunos, além da própria L2.
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Kanazoe, Sénon, and Florentine Agboton. "L’écart dans l’apprentissage du français : analyse de quelques erreurs intralinguales des apprenants burkinabè du cours moyen deuxième année (CM2) de la circonscription d’Education de base (CEB) de Saaba." In Écoles, langues et cultures d’enseignement en contexte plurilingue africain. Observatoire européen du plurilinguisme, 2018. http://dx.doi.org/10.3917/oep.agbef.2018.01.0127.
Full textAbstract:
Le th&#232;me de cette &#233;tude porte sur l&#8217;analyse de quelques erreurs intralinguales commises en expression &#233;crite par des apprenants du cours moyen deuxi&#232;me ann&#233;e (CM2). L&#8217;objectif est d&#8217;identifier les types d&#8217;erreurs commises par ces derniers en vue de rechercher les causes justificatives et les solutions appropri&#233;es. La m&#233;thodologie utilis&#233;e a consist&#233; en quatre (04) instruments de collecte de donn&#233;es qui sont les entretiens avec les apprenants, les enseignants et quelques parents d&#8217;&#233;l&#232;ves, les observations de classes, l&#8217;examen des aides p&#233;dagogiques et un test de r&#233;daction. La collecte des diff&#233;rentes r&#233;ponses nous permet de confirmer que les apprenants commettent de nombreuses erreurs malgr&#233; la disponibilit&#233; des manuels scolaires et des enseignants qualifi&#233;s et professionnels. Face &#224; la situation, de nombreuses solutions ont &#233;t&#233; pr&#233;conis&#233;es. D&#233;sormais les diff&#233;rentes &#233;valuations des apprentissages se feront &#224; travers un outil d&#8217;origine canadienne qui a fait ses preuves dans ce pays ; ce qui nous am&#232;ne &#224; prendre en compte la nouvelle approche d&#8217;encadrement qui a l&#8217;avantage de placer les diff&#233;rents protagonistes de la sc&#232;ne p&#233;dagogique devant leur responsabilit&#233;.
Conference papers on the topic "Intralingual errors"
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Liu, Xinyi, Mengying Wang, Lingyue Zhang, and Mengxiao Zhou. "Intralingual Errors in Grammatical Aspects of Chinese University L2 Learners’ Compositions." In 2022 3rd International Conference on Language, Art and Cultural Exchange（ICLACE 2022). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220706.143.
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"Interlingual Transfer and Intralingual Transfer—Two Most Important Sources of Errors in Interlanguage." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.223.
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