Relevant bibliographies by topics / English language Idioms, corrections, errors

Academic literature on the topic 'English language Idioms, corrections, errors'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "English language Idioms, corrections, errors"

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Chompurach, Wichuta. "“Please Let me Use Google Translate”: Thai EFL Students’ Behavior and Attitudes toward Google Translate Use in English Writing." English Language Teaching 14, no. 12 (November 16, 2021): 23. http://dx.doi.org/10.5539/elt.v14n12p23.

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The present study aims to investigate how Thai EFL university students use Google Translate (GT) in English writing, how they post-edit (PE) its outputs, and how they view GT use in English writing. The participants were 15 third-year non-English major students from three universities in Thailand. The data collection tools were an interview and two writing assignments. After the data analysis, the findings revealed the students’ behavior of GT use and their output PE as well as their attitudes toward GT use in English writing. The results reported the students always used GT in completing writing tasks at both sentence and paragraph levels, and most students did PE the outputs before applying them. However, a few students used the outputs with no PE because they trusted in GT more than they did in themselves. Regarding the PE level, the students intended to address lexical and syntax errors, so their correcting covered the light level. The results also revealed mixed messages in their attitudes toward GT use in English writing. Most students viewed GT as a helpful, reliable assistant enhancing their writing quality, but some raw GT outputs of phrases, idioms, long sentences, and paragraphs were found incomprehensible. Also, the students acquired some bad habits from using GT. However, most students disagreed with not being allowed to use GT in English writing. The study recommended language teachers to provide Thai EFL students adequate instructions for the effective use of GT and its output PE.  
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Sipayung, Rohdearni Wati, and Erikson Saragih. "Contextualizing EFL Learners’ Proficiency in Using English Collocations." JEELS (Journal of English Education and Linguistics Studies) 10, no. 1 (January 7, 2023): 1–25. http://dx.doi.org/10.30762/jeels.v10i1.700.

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Proficiency in using a foreign language cannot be separated from mastery of collocation in the target language. Although several previous studies have explored collocations in various forms of oral communication; however, few studies have investigated the context of collocation use and proficiency in collocation use by EFL learners. This study aims to describe the English collocation competence and collocational mistakes of Indonesian (EFL) students. A total number of 50 students from an English education department in Medan, Indonesia, served as the subjects. The research instrument was a 50-item Simple Completion Test that the researchers created themselves. It assessed students' understanding of four different lexical collocations: pure idioms, figurative idioms, free combinations, and restricted collocations. The findings showed that pure idioms were the most difficult for these students, while free combinations posed the fewest number of a challenge. Student performance on restricted collocations and figurative idioms were roughly equal. The student's inconsistent responses often showed a lack of proficiency with English collocations. It is concluded that poor first language transfer is to blame for the collocational errors made by EFL learners. The greatest way to get more proficient at using collocation while avoiding errors that have been identified thus far is to utilize it as frequently as feasible in English.
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Instructor: Faiza Qanbar Ali. "Investigating Difficulties Encountered by EFL Learners in Learning the Communicative Force of English Colour Idiomatic Expressions." journal of the college of basic education 26, no. 108 (March 30, 2022): 667–80. http://dx.doi.org/10.35950/cbej.v26i108.5299.

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Idioms can be considered part of everyday language and languages are full of colour –related idioms and expressions which refer to ideas that lie beyond the literal extensions of dictionary meaning .This study aims at investigating difficulties encountered by EFL learners in learning the communicative force of idiomatic expressions with special reference to colour idiomatic expressions. The researcher has been adopted a pragmatic approach for her analysis Two instruments have been used for collecting data; namely ,recognition and production test given to the fourth year students of English /Al- Mustansiriya University /college of Arts /department of English. The sample consists of 40 students. The results showed that students get confused in using colour idiomatic expressions, and face problems in figuring out the communicative force of these expressions. Moreover, it is found that the majority of errors committed by the participants through the production test are due to the fact that Iraqi EFL learners unacquainted with such idioms. Additionally, it is observed that Iraqi EFL learners have committed fewer errors in the recognition test due to the fact that they have somehow pragmatic competence and background knowledge regarding these idioms. Consequently, Iraqi EFL students should be recommended to develop their language skills give much more awareness, attention and practice to idiomatic expressions.
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Ullah, Zafar, and Fakiha Iqbal Shah. "Investigating the Accuracy of Google Translate in Translating Urdu Linguistic Elements." Journal of English Language, Literature and Education 2, no. 01 (August 20, 2020): 37–51. http://dx.doi.org/10.54692/jelle.2020.020179.

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This study aims to investigate the accuracy of Google Translate regarding the translation of idioms and proverbs from and to English language. The shortcomings of Google Translate and the limitations of Neural Machine Translation have also been pointed out after in-depth analysis of carefully chosen examples from authentic lexicons. An experiment has been conducted by running Urdu and English idioms, proverbs and other linguistic expressions through Google Translate. The theoretical framework of Antoine Berman's twelve deforming tendencies has been employed to analyse these examples and Mixed Methods design has been applied for the evaluation in the study. The error analysis highlighted all the linguistic mistakes and errors committed by the software during Google machine translation. Major contribution of this study is the provision of the accurate alternatives for the wrong translation. This study plays a diagnostic role in identifying and classifying those errors. Furthermore, it contributes in improving the quality of Machine Translation from Urdu to English and English to Urdu. In the end, suggestions for the effective advancements in the software have also been provided.
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Jurko, Primož. "Slovene-English Contrastive Phraseology: Lexical Collocations." ELOPE: English Language Overseas Perspectives and Enquiries 7, no. 2 (May 28, 2010): 57–73. http://dx.doi.org/10.4312/elope.7.2.57-73.

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Phraseology is seen as one of the key elements and arguably the most productive part of any language. %e paper is focused on collocations and separates them from other phraseological units, such as idioms or compounds. Highlighting the difference between a monolingual and a bilingual (i.e. contrastive) approach to collocation, the article presents two distinct classes of collocations: grammatical and lexical. %e latter, treated contrastively, represent the focal point of the paper, since they are an unending source of translation errors to both students of translation and professional translators. %e author introduces a methodology of systematic classification of lexical collocations applied on the Slovene-English language pair and based on structural (lexical congruence) and semantic (translational predictability) criteria.
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Fraile Vicente, Esther. "The relationship between the typical errors in the translation of business idioms and their lexicographical treatment." Revista Alicantina de Estudios Ingleses, no. 20 (November 15, 2007): 65. http://dx.doi.org/10.14198/raei.2007.20.04.

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This essay is based on the complexity involved in the translation of English business idioms into Spanish, due to the fact that these linguistic constructions are created with metaphors and based on associations of meaning that have not yet been studied sufficiently. By performing a translation experiment with my students, some conclusions are drawn regarding the difficulties inexperienced translators face and how dictionaries should cope with them. It is suggested that, most general and specialized dictionaries do not offer exact translation equivalents for idioms, but present versions that either belong to a different language level, show a lost of semantic content, have a different frequency, are archaic or erroneous. To solve these limitations, the lexicographical resources should not only include idioms as lemmas, but also offer more syntactic-semantic information with them and to structure it more systematically.
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Chodorow, Martin, Michael Gamon, and Joel Tetreault. "The utility of article and preposition error correction systems for English language learners: Feedback and assessment." Language Testing 27, no. 3 (July 2010): 419–36. http://dx.doi.org/10.1177/0265532210364391.

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In this paper, we describe and evaluate two state-of-the-art systems for identifying and correcting writing errors involving English articles and prepositions. Criterion SM, developed by Educational Testing Service, and ESL Assistant , developed by Microsoft Research, both use machine learning techniques to build models of article and preposition usage which enable them to identify errors and suggest corrections to the writer. We evaluated the effects of these systems on users in two studies. In one, Criterion provided feedback about article errors to native and non-native speakers who were writing an essay for a college-level psychology course. The results showed a significant reduction in the number of article errors in the final essays of the non-native speakers. In the second study, ESL Assistant was used by non-native speakers who were composing email messages. The results indicated that users were selective in their choices among the system’s suggested corrections and that, as a result, they were able to increase the proportion of valid corrections by making effective use of feedback.
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Alvarez-Vidal, Sergi, Antoni Oliver, and Toni Badia. "What do post-editors correct? A fine-grained analysis of SMT and NMT errors." Tradumàtica: tecnologies de la traducció, no. 19 (December 31, 2021): 131–47. http://dx.doi.org/10.5565/rev/tradumatica.286.

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The recent improvements in neural MT (NMT) have driven a shift from statistical MT (SMT) to NMT. However, to assess the usefulness of MT models for post-editing (PE) and have a detailed insight of the output they produce, we need to analyse the most frequent errors and how they affect the task. We present a pilot study of a fine-grained analysis of MT errors based on post-editors corrections for an English to Spanish medical text translated with SMT and NMT. We use the MQM taxonomy to compare the two MT models and have a categorized classification of the errors produced. Even though results show a great variation among post-editors’ corrections, for this language combination fewer errors are corrected by post-editors in the NMT output. NMT also produces fewer accuracy errors and errors that are less critical.
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Lee, Sangmin-Michelle, and Neil Briggs. "Effects of using machine translation to mediate the revision process of Korean university students’ academic writing." ReCALL 33, no. 1 (September 11, 2020): 18–33. http://dx.doi.org/10.1017/s0958344020000191.

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AbstractIn recent years, marked gains in the accuracy of machine translation (MT) outputs have greatly increased its viability as a tool to support the efforts of English as a foreign language (EFL) students to write in English. This study examines error corrections made by 58 Korean university students by comparing their original L2 texts to that of MT outputs. Based on the results of the error analysis, the error types were categorized into 12 categories. Students were divided into three distinctive groups to determine differences among them according to the frequency of errors in their writing. The t-test results reveal that the numbers of errors significantly decreased in the revised versions for most of the error types among all groups. The results of the regression analysis also reveal a positive correlation relationship between the number of changes and the reduction of errors. However, the results also indicate that although all groups made error corrections at similar rates, students who less frequently committed errors in their L2 texts (higher language proficiency groups) generally tended to correct a higher proportion of errors. Based on the findings, pedagogical implications are discussed regarding how EFL teachers can effectively incorporate MT into the classroom.
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Selvi, M. D. Thamarai, and Dr P. Saraya. "Students’ Perceptions on Corrections." June-July 2022, no. 24 (July 30, 2022): 33–52. http://dx.doi.org/10.55529/jmc24.33.52.

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The study's aim is to find what the students think about corrections. Students from SRM University in Amravati, Guntur District, Andhra Pradesh, took part in the study. 52 engineering students from diverse branches make up the sample size. The participants were given a questionnaire using a four-point Likert scale. The majority of students believe that instructor feedback is insufficient to help them to improve their writing, which is the study's problem statement. The objectives are to help the student write more effectively. Peer correction is the method used in this study. In this study, a Community Language Learning (CLL) approach was used. The results and findings demonstrated that the students' involvement improved both their writing abilities and motivation. The students may improve their involvement in class discussion based on the teaching and learning process by using the Community Language Learning (CLL) method, even though there were occasionally grammatical errors. The students were also comfortable writing in English, but after employing the Community Language Learning (CLL) technique, they gave positive feedback.
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Dissertations / Theses on the topic "English language Idioms, corrections, errors"

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Chen, Yi-Chin. "A corpus-based investigation of collocational errors in EFL Taiwanese high school students' compositions." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2579.

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Many language instructors focus on vocabulary word by word, neglecting common phrases. The result is that English as a Second Language students do not learn to speak idiomatic English (i.e. they make collocation errors). This study of the English compositions of National Tainan Second Senior High School students in Taiwan examined collocation errors, categorizing them according to Benson, Benson and Ilson's Collocation Classification System. An examination was then made of the error types as correlated with general English proficiency.
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Whitus, Jerry D. (Jerry Dean). "Selective Versus Wholesale Error Correction of Grammar and Usage in the Papers of Adult Intermediate Level ESL Writing Students." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc504265/.

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Over 13-weeks a control group (n=7) had all errors corrected, while an experimental group (n=9) had only article and sentence construction (run-on sentences, fragments, comma splices) errors corrected. Separating the two types of errors is essential, since the latter (representing grammar) are subject to theories of acquisition and the former (representing usage) are not. One-way analyses of variance ran on pretest versus posttest found no significant difference in either groups' article errors; however, the experimental group had significantly fewer sentence construction errors, implying that teachers should be sensitive to both the correction technique and error type; researchers should not combine the two error types in gathering data.
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Books on the topic "English language Idioms, corrections, errors"

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Louise, Woods, ed. Making sense of idioms. London: Cassell, 1990.

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Allsop, Jake. Making sense of idioms. Hemel Hempstead: Prentice-Hall, 1990.

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Fowler, H. W. The King's English. 3rd ed. Oxford: Oxford University Press, 2002.

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1870-1918, Fowler F. G., ed. The King's English. 3rd ed. Oxford: Oxford University Press, 1987.

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L, Pélissier M., ed. Everyday French idioms. Cheltenham: Thornes, 1986.

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Gābā, Om Prakāśa. Sandarbhamūlaka śabdakośa =: Sandarbh-mulak shabd-kosh : Hindi-English dictionary of phrase and fable, including symbolic and idiomatic expressions. Dillī: Bī. Āra. Pabliśiṅga Kārporeśana, 1986.

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Gābā, Om Prakāśa. Sandarbhamūlaka śabdakośa =: Sandarbh-mulak shabd-kosh : Hindi-English dictionary of phrase and fable, including symbolic and idiomatic expressions. Dillī: Bī. Āra. Pabliśiṅga Kārporeśana ; New Delhi : Distributed by D.K. Publishers' Distributors, 1986.

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8

Allsop, Jake. Making sense of idioms: Self study editions with answers. London: Cassell, 1993.

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Gajda, Roman. Wybór idiomów angielskich. Warszawa: Wiedza Powszechna, 1995.

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McLoughlin, L. J. Qāmūs al-mutaʻallim lil-taʻabīr al-klāsikiyah al-ʻArabīyah: ʻArabī - Inklīzī = A learner's dictionary of classical Arabic idioms : Arabic-English. Bayrūt: Maktabah Lubnān, 1988.

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