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Journal articles on the topic 'Transfert interlingual'
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Szeflińska-Baran, Magdalena, and Marek Baran. "Les paramètres traductologiques du transfert interlingual de l’humour." SABIR. INTERNATIONAL BULLETIN OF APPLIED LINGUISTICS 1, no. 1 (November 22, 2019): 144. http://dx.doi.org/10.25115/ibal.v1i1.2893.
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Kourdis, Evangelos. "Le sous-titrage et le commentaire au service d’un mythe." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 16, no. 2 (November 26, 2018): 303–23. http://dx.doi.org/10.1075/forum.16006.kou.
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Résumé Dans cette étude nous mettrons en valeur la dimension sémiotique du sous-titrage en grec et du commentaire de spots publicitaires français qui traitent des soins corporels. Il s’agit de spots publicitaires qui lancent sur le marché grec des produits de soins corporels de la marque Le petit Marseillais. L’étude se fait tant au niveau interlingual qu’au niveau intersémiotique. Nous allons voir que le choix sémiotique du sous-titrage est lié aux connotations positives de la société grecque concernant la langue française lorsqu’ elle est utilisée dans la publicité de produits cosmétiques et de soins corporels. Par ailleurs les sous-titres traduisent parfois intersémiotiquement les dialogues du spot et le contenu de l’image ce qui facilite le transfert culturel de la valeur de la méditerranéité avec laquelle les Grecs sont familiarisés. Les constatations principales tirées sont que le sous-titrage ne s’éloigne pas de la langue source, préservant ainsi les mêmes isotopies sémantiques, et que la traduction intersémiotique est une caractéristique commune des spots publicitaire qui se fait entre les énoncés verbaux français ou les sous-titres grecs et le contenu de l’image. Enfin, les commentaires grecs reproduisent les informations essentielles du texte français effacé, ce qui dote les spots d’une valeur supplémentaire grâce à leur caractère médiatique et narratif.
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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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Dollerup, Cay. "Interlingual transfers and issues in translatology." Perspectives 1, no. 2 (January 1993): 137–54. http://dx.doi.org/10.1080/0907676x.1993.9961208.
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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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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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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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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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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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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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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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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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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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Liu, Hanxiao, Wanli Ma, Yiming Yang, and Jaime Carbonell. "Learning Concept Graphs from Online Educational Data." Journal of Artificial Intelligence Research 55 (April 24, 2016): 1059–90. http://dx.doi.org/10.1613/jair.5002.
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This paper addresses an open challenge in educational data mining, i.e., the problem of automatically mapping online courses from different providers (universities, MOOCs, etc.) onto a universal space of concepts, and predicting latent prerequisite dependencies (directed links) among both concepts and courses. We propose a novel approach for inference within and across course-level and concept-level directed graphs. In the training phase, our system projects partially observed course-level prerequisite links onto directed concept-level links; in the testing phase, the induced concept-level links are used to infer the unknown course-level prerequisite links. Whereas courses may be specific to one institution, concepts are shared across different providers. The bi-directional mappings enable our system to perform interlingua-style transfer learning, e.g. treating the concept graph as the interlingua and transferring the prerequisite relations across universities via the interlingua. Experiments on our newly collected datasets of courses from MIT, Caltech, Princeton and CMU show promising results.
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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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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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Setiorini, Linda. "THE ANALYSIS OF GRAMMATICAL ERRORS SPOKEN BY MALANG TOURIST INFORMATION CENTER’S CUSTOMER SERVICES." JURNAL ILMIAH BAHASA DAN SASTRA 4, no. 2 (April 4, 2019): 125–30. http://dx.doi.org/10.21067/jibs.v4i2.3188.
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This research analyzes the grammatical errors in spoken English of customer services of Malang Tourist Information Center. The objectives of this research are to determine the types of errors and the cause of errors spoken by the customer services. The data were collected from four customer services by recording their conversation between them and the tourists. The study only focuses on the customer service’s utterances. The design of this research is descriptive qualitative research and the instrument is researcher herself. The finding of this research showed that the most dominant error was error of omission with 44 numbers (44%), followed by error of selection with 38 numbers (35%), error of ordering with 14 numbers (12%), and error of addition with 8 numbers (9%). The research also investigated that the causes of errors spoken by customer services were interlingua and intralingua transfer. Interlingua transfer was considered as the major cause of errors of customer services of Malang Tourist Information Center.
Keywords: grammatical errors, error analysis, utterances
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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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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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Mahbub, Mahbub, and Fajar Syahrudin. "الأخطاء في ترجمة اللغة الإندونيسية إلى اللغة العربية." TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab 1, no. 01 (January 5, 2021): 52. http://dx.doi.org/10.30739/arabiyat.v1i01.729.
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This study aims to determine and describe the errors and their causes that occur in the results of the translation carried out by students of the 2016 Arabic Language Education class. The data of this study were obtained from the results of the students' translation which were taken using written test techniques. After the translation results are obtained, the error identification, error classification and error reconstruction are carried out. The forms of errors that occur in the translation results of the students are word choice errors, word omission errors, word addition errors, rule errors, and word form errors. As for the causes of errors, there are two things that underlie the errors found, namely interlingual transfers and intralingual transfers.
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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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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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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.
Full textAbstract:
<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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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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Dimitroulia, Titika. "Les multiples réécritures de la littérature policière française en Grèce." Historical Review/La Revue Historique 14 (April 27, 2018): 71. http://dx.doi.org/10.12681/hr.16275.
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Cet article se propose d’étudier, à travers une approche culturelle et sociologique, mais aussi sémiotique, les multiples formes de traduction de la littérature policière française en Grèce, depuis le 19e jusqu’au 21e siècle. Sans aucune ambition d’exhaustivité, il examine la traduction interlinguale et intersémiotique de la littérature policière française, en essayant de reconstituer l’histoire d’un transfert culturel important et de repérer les hybridations auxquelles ce transfert a conduit, comme par exemple la rencontre du genre populaire grec des bandits avec les antihéros de la modernité, tel Fantômas ou Arsène Lupin, apparus en France au début du 20e siècle. Du feuilleton au roman-cinéma et de l’écran a la bande dessinée, l’ histoire de cette rencontre met en évidence la complexité des échanges culturels mais aussi la centralité de la traduction dans la communication littéraire mondiale.
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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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Fauzan, Umar, Sapna Farah Aulya, and Widya Noviana Noor. "Writing Error Analysis in Exposition Text of the EFL Junior High School Students." Indonesian Journal of EFL and Linguistics 5, no. 2 (December 4, 2020): 517. http://dx.doi.org/10.21462/ijefl.v5i2.330.
Full textAbstract:
The objective of this research was to understand the writing error of eleventh-grade students of SMA Negeri 4 Samarinda. The descriptive qualitative method was used to examine the written exposition text made by 15 students. The data was collected from the participants’ writing on exposition text and analyzed based on the errors’ categorization. The result showed that there are 16 categories of errors found in the data. They were punctuation, missing word, capitalization, subject-verb agreement, pronoun agreement, spelling, singular or plural, unnecessary word, wrong word form, wrong word, wrong order, fragment, preposition, conjunction, article, and need-further support error. The error factors were intralingua transfer, interlingua transfer, and students’ lack of knowledge about writing.
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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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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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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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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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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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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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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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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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Abd. Karim, Norfazlika. "An analysis of speech errors of English as a second language learners in UiTM Negeri Sembilan." Social and Management Research Journal 10, no. 2 (December 2, 2013): 1. http://dx.doi.org/10.24191/smrj.v10i2.5224.
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This study examined errors in the speech transcripts of 18 learners during their first semester Pre-Diploma in Science taking Pre-Diploma English I (BEL 021) course at Universiti Teknologi MARA, Negeri Sembilan. The objectives of the study were to identify the speech errors and the possible sources ofsuch errors as some English as a Second Language (ESL) teachers seemed to make only few attempts in correcting errors in their evaluation ofthe learners' speaking tasks due to the fact that they might not be fully equipped with a practical guide to an examination of learners' spoken English errors. Data were obtained through the learners' individual oral presentation in which it was tape-recorded. transcribed and analysed for errors. An analysis of the speech errors suggested that the sources of errors may be attributable to two major transfers: interlingual and intralingual and most errors learners produce resulting from the normal development of the target language (intralingual errors).
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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.
Full textAbstract:
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.