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Journal articles on the topic 'Morphosyntactic errors'

Author: Grafiati

Published: 7 July 2024

Last updated: 31 July 2025

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1

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 Le

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Djelloul, Haboul. "« CACHEZ CETTE ERREUR QUE JE NE SAURAIS VOIR ! » DE L'ORIGINE DES ERREURS LEXICALES DANS LES PRODUCTIONS ÉCRITES D'ÉTUDIANTS ALGÉRIENS EN LICENCE DE FRANÇAIS." Studii de gramatică contrastivă/Studies in Contrastive Grammar, no. 36 (December 20, 2021): 21–36. https://doi.org/10.5281/zenodo.6371885.

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<em>In this study, we propose to shed light on the origin of lexical errors in the written productions of Algerian students enrolled in French language license. Using typologies of lexical errors from explanatory and Combinatorial Lexicology, an error analysis was carried out of 68 texts written an examination situation. The results revealed a dominance of formal and morphosyntactic errors. The ignorance of the forme of the lexical unit or of one of its morphosyntactic properties, the analogy of constructions and the interference constitute the most advanced hypotheses in order to explain the

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Hallin, Anna Eva, and Christina Reuterskiöld. "Error Type and Lexical Frequency Effects: Error Detection in Swedish Children With Language Impairment." Journal of Speech, Language, and Hearing Research 60, no. 10 (2017): 2924–34. http://dx.doi.org/10.1044/2017_jslhr-l-16-0294.

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Purpose The first aim of this study was to investigate if Swedish-speaking school-age children with language impairment (LI) show specific morphosyntactic vulnerabilities in error detection. The second aim was to investigate the effects of lexical frequency on error detection, an overlooked aspect of previous error detection studies. Method Error sensitivity for grammatical structures vulnerable in Swedish-speaking preschool children with LI (omission of the indefinite article in a noun phrase with a neuter/common noun, and use of the infinitive instead of past-tense regular and irregular verb

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Issa, Saddam H. M., Rasha Dorgham, Shadi Majed Alshraah, Amani A. bin Juwair, and Ashwaq A. Aldaghri. "Investigating the Morphosyntactic Errors of Saudi EFL Students." Theory and Practice in Language Studies 15, no. 3 (2025): 755–62. https://doi.org/10.17507/tpls.1503.10.

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It is widely recognized that morphosyntax plays a crucial role in second language acquisition (SLA) and error-free grammar is essential for effective communication. Therefore, understanding the morphosyntactic difficulties faced by Saudi EFL Students can provide valuable insights into their language learning process. For this reason, the present study attempts to investigate the morphosyntactic errors committed by Saudi EFL (English as a Foreign Language) university students and find out the main reasons behind them. The data were collected through a test distributed to 30 subjects. The findin

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Julien, Catherine, Audette Sylvestre, Caroline Bouchard, and Jean Leblond. "Morphosyntactic Development and Severe Parental Neglect in 4-Year-Old French-Speaking Children: ELLAN study." Child Maltreatment 24, no. 3 (2019): 254–64. http://dx.doi.org/10.1177/1077559519829249.

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Language is the most frequently compromised area of development in English-speaking neglected children, particularly the morphosyntactic component of language. This is very worrisome given its central role in academic success and social participation. No previous study has examined the morphosyntactic skills of French-speaking neglected children, despite the morphological richness of French. This study aimed to fill this gap. Forty-four neglected (mean age = 48.32 months, SD = 0.45) and 92 non-neglected (mean age = 48.07 months, SD = 0.24) French-speaking children participated. Measures of mor

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Pi, Minkyeong, and Seunghee Ha. "Analysis of Errors in Sentence Repetition by Subgroups of Children with Speech Sound Disorders." Communication Sciences & Disorders 28, no. 2 (2023): 314–26. http://dx.doi.org/10.12963/csd.23969.

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Objectives: Sentence repetition tasks (SRTs) are clinically useful tasks for examining working memory ability and discriminating residual language delay. This study aims to examine sentence repetition skills by groups of children with SSDs and analyze error types and morphosyntactic strengths and weaknesses in SRTs. Methods: Thirty-four children aged 5-7 years with SSDs were classified into groups with articulation disorders, phonological delays, and phonological disorders. SRTs were conducted, and errors in SRTs were analyzed in terms of lexical and grammatical morphemes and children’s senten

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Padilla, Willian Patricio García, and Yola Indaura Chica Cárdenas. "Morphosyntactic influence of spanish on english as a foreign language in high school students." South Florida Journal of Development 2, no. 5 (2021): 7599–615. http://dx.doi.org/10.46932/sfjdv2n5-094.

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When learning a foreign language, the mother tongue (L1) influences the learning process either to enhance or to hinder it. The purpose of this study was to ascertain the most common errors high school students make due to the Spanish morphosyntactic interference when developing the English writing skill, to determine the factors that caused those errors and to propose some suggestions to overcome them. The participants of the study were 32 students of an Ecuadorian public high school. A quantitative and qualitative study was carried out; data collection instruments included a pre and a post-t

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Mukarromah, Inayatul. "A Morphosyntactical Analysis of University Students’ Writing: Indonesian Case." e-Journal of Linguistics 14, no. 1 (2020): 33. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p04.

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Different grammar between languages often causes confusion to those who learn it. Students often experience such problems when their first language (L1) and the target language (L2) share very limited linguistic aspects. This study aims to focus on the morphosyntactic issues that lead to the grammatical errors which take place in the English writing of Indonesian university students taking writing class and to analyze the potential sources of their mistakes. The data from this study were collected from a writing assignment in three Writing classes. This research followed the steps initiated by

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ROYLE, PHAEDRA, and ISABELLE STINE. "The French noun phrase in preschool children with SLI: morphosyntactic and error analyses." Journal of Child Language 40, no. 5 (2012): 945–70. http://dx.doi.org/10.1017/s0305000912000414.

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ABSTRACTWe studied spontaneous speech noun-phrase production in eight French-speaking children with SLI (aged 5 ; 0 to 5 ; 11) and controls matched on age (4 ; 10 to 5 ; 11) or MLU (aged 3 ; 2 to 4 ; 1). Results showed that children with SLI prefer simple DP structures to complex ones while producing more substitution and omission errors than controls. The three groups also showed distinct error patterns. Children with SLI appeared to have difficulty with phonological processes involved in liaison, elision, and contraction, whereas control children tended to make more lexical errors. These dat

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Peramos Soler, Natividad, Eleni Leontaridi, and Isaac Gómez Laguna. "Análisis de errores cometidos por grecófonos en el proceso de aprendizaje de ELE: la interlengua en el nivel C1." Revista de Filología de la Universidad de La Laguna, no. 49 (2024): 281–304. https://doi.org/10.25145/j.refiull.2024.49.14.

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This study presents an error analysis of Greek students at the C1 level of Spanish as a Foreign Language (SFL). The research is based on a comprehensive corpus of written essays by adult learners whose native language is Greek. In addition to identifying errors, we propose potential underlying causes for these incorrect language choices. The results of this analysis, along with a detailed classification of errors from semantic, lexical, and morphosyntactic perspectives, provide insights into the development and nature of errors at an advanced stage of language acquisition. The goal of this res

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HALLIN, ANNA EVA, and CHRISTINA REUTERSKIÖLD. "Effects of frequency and morphosyntactic structure on error detection, correction, and repetition in Swedish-speaking children." Applied Psycholinguistics 39, no. 6 (2018): 1189–220. http://dx.doi.org/10.1017/s0142716418000280.

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ABSTRACTGrammatical error detection and correction are often used to test explicit language knowledge. This study investigated effects of token frequency and error type in error detection, correction, and repetition, and performance on the three tasks were compared and related to models of metalinguistic awareness and development. Thirty Swedish-speaking 10-year-olds with typical language development participated in the study, which focused on four morphosyntactic errors: the infinitive instead of past tense for regular and irregular verbs, and the omission of the obligatory indefinite article

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Masullo, Camilla, Alba Casado, Evelina Leivada, and Antonella Sorace. "Register variation and linguistic background modulate accuracy in detecting morphosyntactic errors." Isogloss. Open Journal of Romance Linguistics 11, no. 1 (2025): 1–36. https://doi.org/10.5565/rev/isogloss.527.

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Linguistic register is defined as a variety of language shaped by different situational settings. Adapting to register is crucial for successful communication and involves the processing of language features related to register variation. Few studies have focused on the impact of linguistic register on language processing. Our research investigates whether register variation affects the detection of linguistic errors. To determine if linguistic background further impacts the way we deal with register, our sample includes monolingual, bilingual, and bidialectal participants. All groups complete

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Taha, Juhayna, Vesna Stojanovik, and Emma Pagnamenta. "Sentence Repetition as a Clinical Marker of Developmental Language Disorder: Evidence From Arabic." Journal of Speech, Language, and Hearing Research 64, no. 12 (2021): 4876–99. http://dx.doi.org/10.1044/2021_jslhr-21-00244.

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Purpose: Research on the typical and impaired grammatical acquisition of Arabic is limited. This study systematically examined the morphosyntactic abilities of Arabic-speaking children with and without developmental language disorder (DLD) using a novel sentence repetition task. The usefulness of the task as an indicator of DLD in Arabic was determined. Method: A LITMUS (Language Impairment Testing in Multilingual Settings) sentence repetition task was developed in Palestinian Arabic (LITMUS-SR-PA-72) and administered to 30 children with DLD ( M = 61.50 months, SD = 11.27) and 60 age-matched t

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Altmann, Lori J. P., Daniel Kempler, and Elaine S. Andersen. "Speech Errors in Alzheimer's Disease." Journal of Speech, Language, and Hearing Research 44, no. 5 (2001): 1069–82. http://dx.doi.org/10.1044/1092-4388(2001/085).

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Researchers studying the speech of individuals with probable Alzheimer's disease (PAD) report that morphosyntax is preserved relative to lexical aspects of speech. The current study questions whether dividing all errors into only two categories, morphosyntactic and lexical, is warranted, given the theoretical controversies concerning the production and representation of pronouns and closed-class words in particular. Two experiments compare the speech output of 10 individuals with Alzheimer's disease to that of 15 healthy age- and education-matched speakers. Results of the first experiment indi

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Abdelmohsen, Moustafa Mohamed. "Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study." British Journal of English Language Linguistics 10, no. 4 (2022): 1–17. http://dx.doi.org/10.37745/bjel.2013/vol10n4117.

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The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transf

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Fitri, Nia Annisa, Dewi Rochsantiningsih, and Hefy Sulistyawati. "AN ERROR ANALYSIS ON THE APPROPRIATENESS OF WORD CHOICE IN WRITTEN TEXT OF ENGLISH EDUCATION DEPARTMENT STUDENTS." English Education 4, no. 1 (2015): 92. http://dx.doi.org/10.20961/eed.v4i1.34840.

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The article aims at describing the appropriateness of word choice and its causes in written text. An error analysis was conducted to the second semester students of English Education in a university in Central Java to investigate errors in word choice. The errors are categorized in superficial descriptive categories (morphosyntactic and lexical derivational and pragmatics) and complementary descriptive categories (lexical syntactic, semantic and collocational problems and overlap, logicality and topic knowledge). Based on these categories, errors committed by students in word choice are caused

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DE ILARRAZA, ARANTZA DÍAZ, KOLDO GOJENOLA, MAITE ORONOZ, and IÑAKI ALEGRIA. "Syntactic error detection and correction in date expressions using finite-state transducers." Natural Language Engineering 17, no. 2 (2011): 145–61. http://dx.doi.org/10.1017/s1351324911000088.

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AbstractThis paper presents a set of experiments for the detection and correction of syntactic errors, exploring two alternative approaches. The first one uses an error grammar which combines a robust morphosyntactic analyser and two groups of finite-state transducers (one for the description of syntactic error patterns and the other for the correction of the detected errors). We have also experimented an alternative approach using a positive date grammar where deviations are detected by applying edit-distance techniques. The system has been tested on a corpus of real texts which contained bot

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Rice, Mabel L., Kenneth Wexler, and Sean M. Redmond. "Grammaticality Judgments of an Extended Optional Infinitive Grammar." Journal of Speech, Language, and Hearing Research 42, no. 4 (1999): 943–61. http://dx.doi.org/10.1044/jslhr.4204.943.

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This study reports on the outcomes of an investigation designed to evaluate competing accounts of the nature of the grammatical limitations of children with specific language impairment (SLI) with a new comprehension measure involving well-formedness judgments. It is a follow-up to the longitudinal study of Rice, Wexler, and Hershberger (1998), which reported on the production of grammatical morphemes by young children with SLI and 2 control groups of children, one at equivalent levels of mean length of utterance at the outset of the study, the other of equivalent age. In this investigation, w

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Lim, Jung Hyun, and Kiel Christianson. "Integrating meaning and structure in L1–L2 and L2–L1 translations." Second Language Research 29, no. 3 (2013): 233–56. http://dx.doi.org/10.1177/0267658312462019.

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This article examined the integration of semantic and morphosyntactic information by Korean learners of English as a second language (L2). In Experiment 1, L2 learners listened to English active or passive sentences that were either plausible or implausible and translated them into Korean. A significant number of Korean translations maintained the original passive/active structure, but switched the thematic roles of the actors in the sentences. In Experiment 2, the direction of translation was reversed and participants made very few translation errors, showing that the errors in Experiment 1 w

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SCHEIDNES, MAUREEN, and LAURICE TULLER. "Using clausal embedding to identify language impairment in sequential bilinguals." Bilingualism: Language and Cognition 22, no. 5 (2018): 949–67. http://dx.doi.org/10.1017/s1366728918000949.

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Assessing language in sequential bilinguals (L2 children) for the identification of language impairment suffers from lack of appropriate standardized tools and from limited understanding of the developmental trajectories of these learners. This longitudinal study compares L2 children to children with SLI in order to better understand where these groups have overlapping performance and where they differ. An analysis of standardized test scores as well as frequency of clausal embedding and morphosyntactic errors in spontaneous speech was conducted with 22 English-speaking children (aged 6;9-12;7

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Putri, Oktavia Yuna Eka, Iim Siti Karimah, and Iis Sopiawati. "Analisis Kesalahan Penulisan Bahasa Prancis Tingkat A1+: Tantangan Pembelajaran Berbasis Audio." Jurnal Bahasa dan Sastra 13, no. 2 (2025): 466. https://doi.org/10.24036/jbs.v13i2.133395.

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Writing proficiency in French remains a crucial yet challenging competence for language learners. This study examines error patterns in A1+ level descriptive texts produced by 29 second-semester French Education students at Universitas Pendidikan Indonesia, alongside their causative factors. Employing a qualitative descriptive methodology, the research involved three phases: (1) data collection through audio-based descriptive writing tasks (two texts) and error causation questionnaires, (2) data analysis Dulay, Krashen, dan Burt (1985) framework, and (3) conclusion formulation. Findings reveal

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Viémon, Marc. "erreurs fréquentes des étudiants universitaires hispanophones de FLE à l’écrit." Anales de Filología Francesa, no. 29 (November 24, 2021): 769–89. http://dx.doi.org/10.6018/analesff.471371.

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In this article,we classify the most common morphosyntactic mistakes that Spanish-speaking university students of French as a foreign language at level A2-B1 make when writing. We will focus solely onthe area of morphosyntaxas it is always where the most mistakes are made. Furthermore, we will discuss in more detail the issue of the agreement, as it is the most common error within our corpus. We conclude that the mispronunciation of the learners as well as bad reading habits couldbe the origin of a certain numberof morphological errors. Finally, we suggest some corrective practices aiming to r

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Stepšys, Jonas. "Būdvardiškųjų žodžių derinimo ryšio įsisavinimas dvikalbystės sąlygomis." Taikomoji kalbotyra, no. 20 (December 28, 2023): 172–82. http://dx.doi.org/10.15388/taikalbot.2023.20.13.

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While studies on the acquisition of adjective agreement in the Lithuanian language are scarce, some research indicates that children face challenges in understanding morphosyntactic relationships, leading to errors in the use of adjectives and nouns in agreement. Consequently, children may switch less common inflections to more common ones, select declension paradigms based on analogy to other words, and exhibit errors in the grammatical category of gender. The present study investigates adjective agreement in bilingual children. Thirty-five bilingual children residing outside Lithuania comple

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Evans, Julia L. "SLI Subgroups: Interaction Between Discourse Constraints and Morphosyntactic Deficits." Journal of Speech, Language, and Hearing Research 39, no. 3 (1996): 655–60. http://dx.doi.org/10.1044/jshr.3903.655.

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A performance-based model was employed to investigate the impact of discourse demands on the pattern of morphosyntactic deficits exhibited by children with Specific Language Impairments (SLI). The pattern of grammatical errors varied with respect to discourse demands for children with good receptive language abilities but remained stable and independent of changes in discourse demands for children with both expressive and receptive deficits. These findings suggest distinct deficit profiles for subgroups of children with SLI differing in receptive language abilities that are not evident when sy

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Tallas-Mahajna, Naila. "Exploring Subject Markers and Object Clitics Errors in Spoken Arabic: A Case Study of Children with and without Developmental Language Disorder." Forum for Linguistic Studies 6, no. 4 (2024): 140–54. http://dx.doi.org/10.30564/fls.v6i4.6635.

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This study delves into the morphosyntactic challenges faced by Palestinian Arabic-speaking children, specifically focusing on conjugational subject markers and pronominal object clitics in those with Developmental Language Disorder (DLD) compared to their typically developing language (TLD) peers. The sample comprised 54 children aged 4:6 to 6:6 years, including 30 DLD and 24 TLD individuals, who participated in a role-play game designed to elicit verb conjugations and object clitic usage. The analysis highlighted a pronounced discrepancy in morphological proficiency, where DLD children exhibi

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Adam, Hisham. "Morphosyntactic aspects of agrammatism in Palestinian Arabic: Findings from a Semitic language." Revista de Investigación en Logopedia 13, no. 2 (2023): e85225. http://dx.doi.org/10.5209/rlog.85225.

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The present study uses a spontaneous speech task to investigate the production of morphosyntactic elements in Palestinian Arabic agrammatism (PA). Eight Palestinian-Arabic-speaking individuals with agrammatism (6 males and 2 females), diagnosed with mild to severe Broca’s aphasia, and 8 age- and gender-matched healthy speakers participated in the study. A speech sample of 100 words from each participant was transcribed and analyzed. Findings showed that substitutions, omissions, simplified sentence structure, and tense inflection errors mostly characterized Palestinian Arabic agrammatism. As f

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Dura, Carmen. "Câteva dificultăți de natură morfosintactică în învățarea limbii române ca limbă străină ●●● Some Morphosyntactic Difficulties in Learning Romanian as a Foreign Language." Helsinki Romanian Studies Journal, no. 2 (June 30, 2025): 54–63. https://doi.org/10.31885/her.1.2.012.

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The present study seeks to examine specific morphosyntactic challenges encountered in oral and written activities at the A1 and A2 proficiency levels by Serbian learners of Romanian as a foreign language at the University of Novi Sad. Drawing on morphosyntactic errors identified during linguistic interactions in seminar settings, the analysis adopts methodologies from contrastive linguistics, applied linguistics, and inter-linguistics. The first analytical approach focuses on the identification of grammatical and semantic deviations, with the aim of extrapolating pedagogically relevant rules t

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Potapova, Irina, John Gallagher, Alicia Escobedo, and Sonja Pruitt-Lord. "Rethinking ‘errors’." Journal of Monolingual and Bilingual Speech 5, no. 1 (2023): 77–106. http://dx.doi.org/10.1558/jmbs.23496.

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All children produce non-adult-like grammatical forms (e.g., omissions, substitutions) in the process of acquiring the language(s) in their environment. Often, use of these forms is part of typical language development; in other cases, non-adult-like forms are indicative of developmental language disorder (DLD). For children acquiring multiple languages, additional variability in language use is expected, as their experiences with each language vary. For accurate assessment in speech-language pathology, measures must differentiate typical and atypical development within the variability of dual

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Vang Christensen, Rikke. "Sentence Repetition: A Clinical Marker for Developmental Language Disorder in Danish." Journal of Speech, Language, and Hearing Research 62, no. 12 (2019): 4450–63. http://dx.doi.org/10.1044/2019_jslhr-l-18-0327.

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Purpose The aim of the study was to explore the potential of performance on a Danish sentence repetition (SR) task—including specific morphological and syntactic properties—to identify difficulties in children with developmental language disorder (DLD) relative to typically developing (TD) children. Furthermore, the potential of the task as a clinical marker for Danish DLD was explored. Method SR performance of children with DLD aged 5;10–14;1 (years;months; n = 27) and TD children aged 5;3–13;4 ( n = 87) was investigated. Results Compared to TD same-age peers, children with DLD were less like

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Vlasova, Ekaterina A. "Morphosyntactic tendencies of Russian bilinguals in Finland: Corpus-based analysis of errors in prepositional phrases." Acta Linguistica Petropolitana XVI, no. 2 (2020): 366–96. http://dx.doi.org/10.30842/alp2306573716213.

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Faraj, Reem. "Morphosyntactic Transfer from a Spoken Heritage Dialect to the Standard Variety." Heritage Language Journal 17, no. 2 (2020): 202–33. http://dx.doi.org/10.46538/hlj.17.2.5.

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This study examines cases of morphosyntactic transfer from Syrian Arabic to Modern Standard Arabic (MSA) in the production of heritage speakers who are not only bilingual (L1 Syrian Arabic, L2 English), but also diglossic; Syrian Arabic is their heritage language (HL), and MSA is the form they learned in school. Two control groups, native speakers of Syrian Arabic and learners of MSA, were also included. The proposal presented here is that adolescent heritage speakers of Syrian Arabic have a more developed Syrian Arabic grammar, which results in- transfer to MSA, and that degree and duration o

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McDonough, Kim, Pavel Trofimovich, Phung Dao, and Alexandre Dion. "EYE GAZE AND PRODUCTION ACCURACY PREDICT ENGLISH L2 SPEAKERS’ MORPHOSYNTACTIC LEARNING." Studies in Second Language Acquisition 39, no. 4 (2016): 851–68. http://dx.doi.org/10.1017/s0272263116000395.

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This study investigated the relationship between second language (L2) speakers’ success in learning a new morphosyntactic pattern and characteristics of one-on-one learning activities, including opportunities to comprehend and produce the target pattern, receive feedback from an interlocutor, and attend to the meaning of the pattern through self- and interlocutor-initiated eye-gaze behaviors. L2 English students (N = 48) were exposed to the transitive construction in Esperanto (e.g., filino mordas pomon [SVO] or pomon mordas filino [OVS] “girl bites apple”) through comprehension and production

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DELCENSERIE, AUDREY, and FRED GENESEE. "The acquisition of accusative object clitics by IA children from China: Evidence of early age effects?" Journal of Child Language 42, no. 1 (2013): 196–209. http://dx.doi.org/10.1017/s0305000913000500.

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ABSTRACTThe present study compared the performance of twenty-seven French-speaking internationally adopted (IA) children from China to that of twenty-seven monolingual non-adopted French-speaking children (CTL) matched for age, gender, and socioeconomic status on a Clitic Elicitation task. The IA children omitted significantly more accusative object clitics and made significantly more agreement errors using clitics than the CTL children. No other significant differences were found between the groups. The findings suggest that the adoptees may experience difficulties in morphosyntactic developm

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Silalahi, Masriani Mery Rosmida, and Siwi Rakasiwi. "A Morphosyntactic Analysis on Narrative Writing of the Fresh Year Students’s of Management Informatics AMIK MEDICOM." Journal of Classroom Action Research 1, no. 2 (2022): 29–42. http://dx.doi.org/10.52622/jcar.v1i2.90.

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The purpose of the research is to analyze about morphology and sintactic structure in writing an English narrative essay. Morphology and Sintax are very important studies in learning English. Morphology is the study of how words are structured and how they are put together from smaller part, as morphemes are the smallest significant units of grammar. Meanwhile syntax discusses how sentences are structured. The purposes of this research are to cover the students morphosintactic errors operating on the students of the management informatics students’ narrative writing and how these errors affect

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Lucchese, Guglielmo, Jeff Hanna, Anne Autenrieb, Tally McCormick Miller, and Friedemann Pulvermüller. "Electrophysiological Evidence for Early and Interactive Symbol Access and Rule Processing in Retrieving and Combining Language Constructions." Journal of Cognitive Neuroscience 29, no. 2 (2017): 254–66. http://dx.doi.org/10.1162/jocn_a_01038.

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The human brain stores an immense repertoire of linguistic symbols (morphemes, words) and combines them into a virtually unlimited set of well-formed strings (phrases, sentences) that serve as efficient communicative tools. Communication is hampered, however, if strings include meaningless items (e.g., “pseudomorphemes”), or if the rules for combining string elements are violated. Prior research suggests that, when participants attentively process sentences in a linguistic task, syntactic processing can occur quite early, but lexicosemantic processing, or any interaction involving this factor,

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TATSUMI, Tomoko, Ben AMBRIDGE, and Julian M. PINE. "Testing an input-based account of children's errors with inflectional morphology: an elicited production study of Japanese." Journal of Child Language 45, no. 5 (2018): 1144–73. http://dx.doi.org/10.1017/s0305000918000107.

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AbstractThis study tested the claim of input-based accounts of language acquisition that children's inflectional errors reflect competition between different forms of the same verb in memory. In order to distinguish this claim from the claim that inflectional errors reflect the use of a morphosyntactic default, we focused on the Japanese verb system, which shows substantial by-verb variation in the frequency distribution of past and nonpast forms. 22 children aged 3;2–5;8 (Study 1) and 26 children aged 2;7–4;11 (Study 2) completed elicited production studies designed to elicit past and nonpast

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Colantoni, Laura, Ruth Martínez, Natalia Mazzaro, Ana T. Pérez-Leroux, and Natalia Rinaldi. "A Phonetic Account of Spanish-English Bilinguals’ Divergence with Agreement." Languages 5, no. 4 (2020): 58. http://dx.doi.org/10.3390/languages5040058.

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Does bilingual language influence in the domain of phonetics impact the morphosyntactic domain? Spanish gender is encoded by word-final, unstressed vowels (/a e o/), which may diphthongize in word-boundary vowel sequences. English neutralizes unstressed final vowels and separates across-word vocalic sequences. The realization of gender vowels as schwa, due to cross-linguistic influence, may remain undetected if not directly analyzed. To explore the potential over-reporting of gender accuracy, we conducted parallel phonetic and morphosyntactic analyses of read and semi-spontaneous speech produc

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York, James. "Pedagogical considerations for teaching with games: Improving oral proficiency with self-transcription, task repetition, and online video analysis." Ludic Language Pedagogy 2 (October 20, 2020): 225–55. http://dx.doi.org/10.55853/llp_v2art4.

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Background: Board games were utilized with rigorous pre and post-play activities in an EFL classroom context to promote L2 development. Aim: The aim of this paper is to assess whether the post-play activities improved participants’ speaking skill. Methods: Using complexity, accuracy and fluency measures, as well as reference to learners’ completed workbooks, output performance was analysed quantitatively. Results: Output accuracy was significantly improved in the second gameplay session, however complexity and fluency dimensions were not affected. A number of common morphosyntactic errors were

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SAVIČIŪTĖ, Eglė, Ben AMBRIDGE, and Julian M. PINE. "The roles of word-form frequency and phonological neighbourhood density in the acquisition of Lithuanian noun morphology." Journal of Child Language 45, no. 3 (2017): 641–72. http://dx.doi.org/10.1017/s030500091700037x.

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AbstractFour- and five-year-old children took part in an elicited familiar and novel Lithuanian noun production task to test predictions of input-based accounts of the acquisition of inflectional morphology. Two major findings emerged. First, as predicted by input-based accounts, correct production rates were correlated with the input frequency of the target form, and with the phonological neighbourhood density of the noun. Second, the error patterns were not compatible with the systematic substitution of target forms by either (a) the most frequent form of that noun or (b) a single morphosynt

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Leaman, Marion C., and Lisa A. Edmonds. "Conversation in Aphasia Across Communication Partners: Exploring Stability of Microlinguistic Measures and Communicative Success." American Journal of Speech-Language Pathology 28, no. 1S (2019): 359–72. http://dx.doi.org/10.1044/2018_ajslp-17-0148.

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PurposeThe aim of this study was to determine if people with aphasia demonstrate differences in microlinguistic skills and communicative success in unstructured, nontherapeutic conversations with a home communication partner (Home-P) as compared to a speech-language pathologist communication partner (SLP-P).MethodEight persons with aphasia participated in 2 unstructured, nontherapeutic 15-minute conversations, 1 each with an unfamiliar SLP-P and a Home-P. Utterance-level analysis evaluated communicative success. Two narrow measures of lexical relevance and sentence frame were used to evaluate

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šEVA, NADA, VERA KEMPE, PATRICIA J. BROOKS, NATALIJA MIRONOVA, ANGELINA PERSHUKOVA, and OLGA FEDOROVA. "Crosslinguistic evidence for the diminutive advantage: gender agreement in Russian and Serbian children." Journal of Child Language 34, no. 1 (2007): 111–31. http://dx.doi.org/10.1017/s0305000906007720.

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Our previous research showed that Russian children commit fewer gender-agreement errors with diminutive nouns than with their simplex counterparts. Experiment 1 replicates this finding with Russian children (N=24, mean 3;7, range 2;10–4;6). Gender agreement was recorded from adjective usage as children described animal pictures given just their names, varying in derivational status (diminutive/simplex), novelty, and gender. Experiment 2 extends the gender-agreement elicitation methodology developed for Russian to Serbian, a language with similar morphosyntactic structure but considerably fewer

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ALARCÓN, IRMA V. "Spanish gender agreement under complete and incomplete acquisition: Early and late bilinguals' linguistic behavior within the noun phrase." Bilingualism: Language and Cognition 14, no. 3 (2011): 332–50. http://dx.doi.org/10.1017/s1366728910000222.

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The present study explores knowledge of Spanish grammatical gender in both comprehension and production by heritage language speakers and second language (L2) learners, with native Spanish speakers as a baseline. Most L2 research has tended to interpret morphosyntactic variability in interlanguage production, such as errors in gender agreement, as a lack of native-like representation in the learner's grammar because of maturational constraints. From this perspective, adult English-speaking learners of Spanish are incapable of acquiring gender fully, whereas heritage Spanish speakers, who have

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Rozendaal, Margot, and Anne Baker. ""Oeh, Dat Is Een Koekje"." Toegepaste Taalwetenschap in Artikelen 75 (January 1, 2006): 29–39. http://dx.doi.org/10.1075/ttwia.75.04roz.

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Articles and pronouns have already been extensively researched in various languages, including Dutch. Much less is known, however, about the pragmatic functions of these morphosyntactic forms during acquisition. The question to be investigated in the present research addresses the question of how Dutch children between 2;0 and 3;3 combine indefinite articles, definite/demonstrative articles and pronouns with pragmatic functions in reference. The research is located at the interface of morphosyntax and pragmatics. The choice of the form for a certain function is influenced by the child's abilit

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imram, Mary Daniel, David Roger Jowitt, and Nanlir Nimram Daniel. "A comparative analysis of morphosyntactic features of Nigerian English and Ghanaian English." Integrity Journal of Arts and Humanities 4, no. 5 (2023): 105–13. http://dx.doi.org/10.31248/ijah2023.105.

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This study analyses aspects of lexis and morpho-syntax of Nigerian English and Ghanaian English. It also compares the data from the International Corpus of English (ICE), Nigeria and Ghana components respectively, that are used in the same or similar way in the two varieties. A total of fifty-three lexical items are analysed in this study. All the data were drawn from ICE Nigeria and Ghana respectively. Corpus linguistics was used as a method of data analysis. The AntConc software was used to authenticate the data that are present in both corpora. This study adopts an eclectic approach of Stru

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Othero, Gabriel de Ávila, and Mônica Rigo Ayres. "Anotação morfológica automática de corpus de língua falada: desafios ao Aelius." Texto Livre: Linguagem e Tecnologia 7, no. 2 (2014): 44–60. http://dx.doi.org/10.17851/1983-3652.7.2.44-60.

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RESUMO: Apresentamos, neste artigo, nosso trabalho de anotação morfológica automática de trechos de um corpus de língua falada – pertencentes ao projeto Varsul –, utilizando um etiquetador automático morfossintático gratuito, o Aelius, em 20 textos, perfazendo um total de 154.530 palavras. Basicamente, apresentamos a ferramenta de anotação automática, o processo de análise morfossintática automática efetuada pelo anotador, o trabalho de revisão manual da etiquetagem automática e as sugestões de melhorias para tratar especificamente de aspectos da oralidade. A partir dos erros do etiquetador, b

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MOSCATI, Vincenzo, Luigi RIZZI, Ilenia VOTTARI, Anna Maria CHILOSI, Renata SALVADORINI, and Maria Teresa GUASTI. "Morphosyntactic weaknesses in Developmental Language Disorder: the role of structure and agreement configurations." Journal of Child Language 47, no. 5 (2020): 909–44. http://dx.doi.org/10.1017/s0305000919000709.

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AbstractAgreement is a morphosyntactic dependency which is sensitive to the hierarchical structure of the clause and is constrained by the structural distance that separates the elements involved in this relation. In this paper we present two experiments, providing new evidence that Italian-speaking children with Developmental Language Disorder (DLD), as well as Typically Developing (TD) children, are sensitive to the same hierarchical and locality factors that characterise agreement in adult grammars. This sensitivity holds even though DLD children show accrued difficulties in more complex ag

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Dobrov, Aleksei, and Maria Smirnova. "From Graphematics to Phrasal, Sentential, and Textual Semantics Through Morphosyntax by Means of Corpus-Driven Grammar and Ontology: A Case Study on One Tibetan Text." Journal of Linguistics/Jazykovedný casopis 72, no. 2 (2021): 319–29. http://dx.doi.org/10.2478/jazcas-2021-0030.

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Abstract This article presents the current results of an ongoing study of the possibilities of fine-tuning automatic morphosyntactic and semantic annotation by means of improving the underlying formal grammar and ontology on the example of one Tibetan text. The ultimate purpose of work at this stage was to improve linguistic software developed for natural-language processing and understanding in order to achieve complete annotation of a specific text and such state of the formal model, in which all linguistic phenomena observed in the text would be explained. This purpose includes the followin

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Icha Fadhilasari. "Third Language Acquisition: A Systematic Review." Jurnal Disastri 6, no. 1 (2024): 130–38. http://dx.doi.org/10.33752/disastri.v6i1.5596.

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The phenomenon of third language acquisition has spread rapidly in recent decades, as one of the multifaceted effects of the current era of globalization. In a world where multilinguals outnumber monolinguals, the study of third language (L3) acquisition has become an area of interest for many researchers. This article aims to provide an overview of reviews of several studies regarding third language acquisition.A systematic review method was used in this study, based on research questions that govern which studies will be included for review. This study aims to investigate research trends o

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He, Qiaoling, and Isabel Oltra-Massuet. "Implicit Knowledge Acquisition and Potential Challenges for Advanced Chinese and Spanish EFL Learners: A Word Monitoring Test on English Questions." Behavioral Sciences 13, no. 2 (2023): 99. http://dx.doi.org/10.3390/bs13020099.

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This study aims to explore whether advanced EFL learners can acquire implicit knowledge of basic sentence structures, such as English questions. We ran a reaction-time experiment, a word monitoring test experiment to test learners’ implicit knowledge by checking advanced EFL learners’ grammatical sensitivity to English questions with five types of grammatical errors. The study recruited three groups of participants: native English speakers (n = 12), advanced Chinese EFL learners (n = 32), and advanced Spanish EFL learners (n = 37). Our results revealed that advanced EFL learners had not yet at

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Di Tullio, Ángela, and Avelina Suñer. "Análisis de errores en las relativas." ITL - International Journal of Applied Linguistics 139-140 (January 1, 2003): 7–26. http://dx.doi.org/10.2143/itl.139.0.2003196.

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The relativization devices of a language can be hierarchized according to case codification on the basis of linguistic typology, diachrony and acquisition studies. Yet, such a scale is sensitive to the variation between spoken and written language. In Spanish, the canonical relative, proper of the written language, fills a clause internal slot of the relative. Spoken language, however, drastically reduces morphosyntactic marking (as shown, e.g., by the depronominalization of the relative marker and by quesuismo), while at the same time simplifying the semantic compatibility relations with the

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