Journal articles on the topic 'English language Idioms, corrections, errors'
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1
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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Gumaa Siddiek, Ahmed. "Linguistic Precautions that to be Considered when Translating the Holy Quran." Advances in Language and Literary Studies 8, no. 2 (April 30, 2017): 103. http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.103.
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The present study is an attempt to raise some points that should be considered when translating the Quranic Text into English. We have looked into some samples of translations, selected from well known English translations of the Holy Quran and critically examined them. There were some errors in those translations, due to linguistic factors, owing to the differences between the Arabic and the English Language systems. Some errors were due to the cultural background of the translator which intentionally or unintentionally has affected the translation. Many samples were discussed and suggestions for corrections were made. Then further recommendations were given to be used as guidelines for similar future attempts. We concluded that the simulation of old words in drafting a translation does not fit with the English language as a target language. As this use of archaic stylistics would lead to further complications, which makes the language of translation look strange and complicated
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Stachowiak-Szymczak, Katarzyna, and Bergljot Behrens. "Processing possessives in simultaneous interpreting from English to Polish." Oslo Studies in Language 12, no. 2 (July 15, 2021): 65–95. http://dx.doi.org/10.5617/osla.8956.
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The present paper reports on an experiment in which the use of possessives is investigated in an interpreting task from English to Polish. The English possessive determiner system is neutral with respect to the syntactic position of the antecedent possessor, while Polish distinguishes lexically between locally bound – i.e. reflexive – and non-reflexive possessive modifiers. The interpreter therefore has to ‘compute’ mentally the syntactic position of the antecedent possessor in order to make the correct choice in Polish as the target language. The study shows that this is cognitively a very demanding task in simultaneous interpreting, as many errors as well as self-corrections occur. The study furthermore shows that interpreters adapt their language to their audience, and adequate omissions, as well as correct form of the possessive occur more often when they have a group of engineers in mind than when they interpret for language specialists. We understand this to mean that the cognitive complexity of solving the cross-linguistic asymmetry in the possessive system causes more errors when the interpreter stays closer to the source text in speaking to language specialists.
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Sharma, Dr Shreeja, and Prof Shubhra Tripathi. "Error Analysis for English Language Teachingat Primary Level." SMART MOVES JOURNAL IJELLH 6, no. 9 (September 10, 2018): 7. http://dx.doi.org/10.24113/ijellh.v6i9.4927.
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The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.
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Tang, Jinlan, Kan Qian, Na Wang, and Xiaona Hu. "Exploring language learning and corrective feedback in an eTandem project." Journal of China Computer-Assisted Language Learning 1, no. 1 (August 1, 2021): 110–44. http://dx.doi.org/10.1515/jccall-2021-2005.
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Abstract Many studies about eTandem and language learning stem from learners in Western institutions of higher education. Unfortunately, there is a lack of research investigating the telecollaboration regarding language development between learners in the East and the West. Against this backdrop, a small-scale, six-week Chinese-English eTandem project focusing on learners’ language learning processes and experiences was undertaken between nine Chinese university students learning English in China and nine British university students learning Chinese in the UK. Multiple datasets were collected from learners’ diaries, synchronous Skype communication recordings, email exchanges, interviews and a post-project survey. This paper reports the main language error types made by Chinese L2 learners of English and error correction strategies provided by eTandem partners of competent L1 English speakers, along with how Chinese participants responded to the corrections. A thorough analysis of the research data indicated three types of linguistic errors in written tasks made by Chinese L2 learners of English: grammatical, lexical and idiomatic expressions. Another finding was that, although explicit written correction was the most commonly used strategy in email exchanges, learners preferred explanations with examples. In addition to previously established gains of eTandem learning, such as authentic communication, forging friendship and promoting intercultural awareness, positive responses to competent L1 partners’ error corrections was another major benefit indicated in our data. Our study pinpoints the importance of both pre-project training of participants on error-correction strategies with examples and how to respond to partner feedback in future eTandem projects.
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Retnomurti, Ayu Bandu, and Nurmala Hendrawaty. "Penerapan Bottom-up Approach sebagai Dasar Pembelajaran Penerjemahan PKM Remaja Masjid Jami Baiturrahman Jakarta Barat." Cendekia : Jurnal Pengabdian Masyarakat 2, no. 1 (June 1, 2020): 1. http://dx.doi.org/10.32503/cendekia.v2i1.621.
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The purpose of this community service is how to implement the bottom-up approach is used as a basis for Indonesian-English or English-Indonesian translation learning for teenagers of Jami Baiturrahman Mosque in West Jakarta Even Semester 2018/2019. It focuses on: (1) translation theory must be mastered by students so that learning objectives are achieved and must be adapted to the cultural context of the source language; (2) various basic translation strategies; (3) translation teaching materials are arranged from an easy level to a difficult level in accordance with the school level; (4) learning material is developed with learning media that can motivate students; (5) community service team and youth work together to create conducive learning situations; (6) the use of infrastructure and learning media is sufficiently adjusted to the place of learning; (7) evaluation of translations is based on the accuracy, fairness, and clarity of the text. Based on the evaluation, there are still some students make repeated translation errors in the use of grammar, interpret idioms and look for the equivalent of the language from the source into the target language.
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Zulfariati, Zulfariati. "THE OMISSION OF GRAMMATICAL COMPONENTS: ERRORS AND ITS EFFECTS ON STUDENT'S ACADEMIC WRITING QUALITY." Ekasakti Jurnal Penelitian & Pengabdian 2, no. 1 (November 17, 2021): 85–97. http://dx.doi.org/10.31933/ejpp.v2i1.475.
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Grammatical errors have been a major issue for decades. Some researchers have analyzed many types of grammatical errors made by foreign language students of English. This paper is one of the descriptions of grammatical errors derived and developed by the English Department of FKIP UMMY Solok in writing their theses. The students’ theses which had been allowed for joining the final comprehensive exam for getting the strata one degree at English Department of FKIP UMMY Solok were analyzed. Ideally, those theses were written by using correct grammar. However, there were still many errors in those theses. The errors found were respectively in form of omission, addition, misformation, and misordering types. This article focuses on the description of the omission of grammatical components written by the students and how it affects their theses quality. Admittedly, these grammatical errors make the theses quality are low and the ideas of the writing are difficult to be caught by the readers because some of the head nouns, subjects, verbs, direct objects, and other components of some sentences in those theses were omitted. It is suggested that the lectures on Grammar and Writing subjects as well as the students’ advisors on academic writings do intensive corrections towards students’ theses.
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Bagge, Christine, and Alan Manning. "Grammar and Translation: The Noun + Noun Conundrum." Meta 52, no. 3 (November 21, 2007): 556–67. http://dx.doi.org/10.7202/016739ar.
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Abstract This article deals with the vexed question regarding the translation into French of English NOUN1 + NOUN2 sequences. Using the 15 meaning categories presented by Biber et al. (1999: 589-591), with some modifications and corrections, the authors expand each category into 20 representative items and translate them into French; they then show, by means of case study based on the translation into French of several noun sequences, that students whose first language is English seem to have difficulty rendering certain of these structures; by contrast, students participating in the study whose first language is French tend to commit errors not made by their English counterparts. The pedagogical implications of this pilot project are pointed up, and new linguistic developments concerning the use NOUN1 + NOUN2 in French are identified.
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Li, Hui. "A Study of the Translation of Mo Yan's Frog From the Perspective of Domestication and Foreignization." Theory and Practice in Language Studies 12, no. 7 (July 4, 2022): 1405–9. http://dx.doi.org/10.17507/tpls.1207.21.
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Mo Yan is a famous Chinese writer. He has become the first Chinese to win the Nobel Prize in literature. Frog is one of Mo Yan's masterpieces. His works were strongly influenced by magical realism and told the legend which took place in Gaomi, Shandong Province, during the Cultural Revolution and the early years of reform and opening up. Different countries have different cultural formation processes, which have led to creating their culture-loaded words. Culture-loaded words refer to the words, phrases, and idioms used to signify objects peculiar to specific cultures. These culture-loaded words and expressions are the direct reflections of the unique features of Chinese culture. The translator needs to avoid errors and omissions in translation, especially when translating cultural information. Based on domestication and foreignization translation strategies, this article takes Howard Goldblatt's English translation of Mo Yan's Frog as the research object to explore the translation and effect of cultural-loaded words in the novel. The translator uses foreignization and domestication strategies to explain and convey these Chinese characteristics. It achieves faithfulness to the original text and flexibly handles culture-loaded words with Chinese characteristics, ensuring the attractiveness and affinity of the translated text. The research on the English translation of the Chinese culture-loaded words in the novel is helpful for foreign readers to understand and accept the culture with Chinese characteristics.
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Aseeri, Fatimah Mohammed M. "Written Corrective Feedback as Practiced by Instructors of Writing in English at Najran University." Journal of Education and Learning 8, no. 3 (May 10, 2019): 112. http://dx.doi.org/10.5539/jel.v8n3p112.
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The present study aimed to address the extent to which faulty members and students at the department of English language at Najran University practice using the ways of written corrective feedback. The questionnaire, as the main study instrument was used to collect data while the descriptive analytical approach was used to analyze these collected data. Findings revealed that the direct way of correction, i.e., the identification of student’s errors by underlining or circling and then telling them how to correct such errors without allowing them the chance to figure out what the corrections are, was the most practiced way of written corrective feedback. Using Arabic, as it was students’ mother tongue, to show them their errors and then explain to them how to correct these errors was the second practiced way. Indirect correction like for example correcting student’s errors through writing in the margin that there was an error without giving them the correct answer was the least used way, as indicated by faculty members. Nevertheless, correcting students’ errors by coding the exact error in the text without giving them the correct answer was the least used way from students’ viewpoint. Moreover, findings showed that both faculty members and students were in favor of the comprehensive not the selective way of correction.
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Wagner, Jason Paul, and Douglas J. Wulf. "Understanding Written Corrective Feedback in Second-Language Grammar Acquisition." Journal of Education and Learning 5, no. 4 (October 25, 2016): 259. http://dx.doi.org/10.5539/jel.v5n4p259.
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<p>Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students’ errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to increased grammatical competence over time in new writing samples. This study finds that these assumptions are correct overall. However, in-depth analyses of L2-English learners’ correction behaviors in four elicitation tasks over a 12-week period demonstrate that WCF is not uniformly effective at increasing accuracy for all grammatical constructions. In fact, WCF fails to exert any positive effect with a number of grammatical constructions. This result can be understood via Skill Acquisition Theory (SAT) when the treatability of constructions with WCF is considered. Specifically, grammatical constructions that include only a binary option for correct usage are highly amenable to positive change via WCF since employing WCF is akin to correcting errors flagged on a true/false test. By contrast, grammatical constructions with more than a binary choice for correct usage, akin to correcting errors flagged on a multiple-choice test, are not amenable to positive change.</p>
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Harianto, Harianto, Ratna Dewi, and Radiah Hamid. "The Teachers’ Corrective Feedbacks on the Students’ Grammatical Errors in their Written Descriptive Text and Their Response." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 466–77. http://dx.doi.org/10.24256/ideas.v10i1.2694.
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This study aimed to find out (1) The teachers’ feedbacks on the students’ grammatical errors in the students’ descriptive text; (2) The students’ responses towards the teachers’ grammatical feedbacks in their descriptive text. The research design is Descriptive Qualitative Research conducted at SMP 1 Ma’rang Pangkep. The subject of research was three English teachers and thirty students who were selected by Purposive Sampling Technique. The instrument of data collected were teachers’ corrective feedback and the student’s response from the descriptive text. The result of the research showed that corrective feedback on the students’ grammatical errors in descriptive texts was more dominant in syntax errors, in this case mis formation errors. These errors occurred because of student’s mother tongue interference. The students still confused to choose the right word in a sentence because of the lack of knowledge or poor vocabularies and its used. Besides that, some students tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules. Students’ response by imitating the teacher's corrective feedback. Because they were aware that the parts which were given feedback were incorrect and they agreed with the correction suggested by the teacher. Thus, they directly imitated the corrections and did not change any other parts. And a few students ignore.
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Browder, George C. "Update on the Captured Documents in the Former Osoby Archive, Moscow." Central European History 26, no. 3 (September 1993): 335–42. http://dx.doi.org/10.1017/s0008938900009171.
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In the summer of 1992, I was able to return to the Osoby Archive, now the Center for the Preservation of Historical Documentary Collections. At that time, we completed the selection process for microfilming for the U.S. Holocaust Memorial Museum Archive and reviewed many of the opisi, or finding aids. Consequently, I can report corrections on some errors that inevitably resulted from our first, rushed review and can provide more accurate German-language titles for some of the agencies described obscurely in English in my original report.
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Khatib, Mohammad, and Arezoo Ashoori Tootkaboni. "Attitudes towards Communicative Language Teaching: The Case of EFL Learners and Teachers." Íkala 24, no. 3 (September 30, 2019): 471–85. http://dx.doi.org/10.17533/udea.ikala.v24n03a04.
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AbstractAlthough in recent years a great number of studies have been conducted on the use of communicative language teaching (clt) in English as a foreign language (efl) settings, relatively few have specifically dealt with comparing and con-trasting the foreign language teacher’s beliefs with those of their own students concerning the clt approach. Hence, this study was designed to delve into teach-ers’ beliefs and learners’ beliefs regarding six main tenets of the communicative approach within the efl context of Iran. To this end, a Likert-type attitude scale was developed and administered to 154 teachers and 242 learners of English. The results revealed that although both groups of participants held favorable attitudes toward clt, teacher participants had significantly higher levels of perception regarding clt tenets in terms of the role of grammar, the learner’s role, the teach-er’s role, and error correction/evaluation. However, no significant differences were found between language learners and teachers concerning group/pair work and native language role. The participants’ favorable attitudes were taken to indi-cate positive signals for the implementation of clt in the Iranian context because its core tenets seem to be welcomed in the context of this study.Keywords: communicative language teaching ; teachers’ beliefs; learners’ beliefs; English as a foreign language; clt tenetsResumenAunque en los últimos años ha habido un gran número de estudios sobre el uso de la clt en la efl, relativamente pocos estudios han tratado específicamente de comparar y contrastar las creencias de los profesores de lenguas extranjeras con las de sus propios estudiantes con respecto a los principios clt. Por lo tanto, este estudio fue diseñado para profundizar en los profesores y las creencias de los estudiantes hacia seis principios principales del enfoque comunicativo den-tro del contexto efl de Irán. Para ello, se desarrolló y administró una escala de actitudes tipo Likert a 154 profesores y 242 estudiantes de inglés. Los resultados revelaron que, aunque ambos grupos de participantes tenían actitudes favorables hacia la clt, los participantes de los maestros tuvieron niveles de percep-ción significativamente altos en cuanto a los principios de la clt en cuanto al papel de la gramática, el papel de los estudiantes, el papel de los maestros y la corrección / evaluación de errores. Sin embargo, no se encontraron diferencias significativas entre los estudiantes de idiomas y los maestros en relación con el trabajo en grupo / par y el rol del lenguaje nativo. Las acti-tudes favorables de los participantes fueron tomadas para indicar señales positivas para la implementación de clt en el contexto iraní, ya que sus principios básicos parecen ser bienvenidos en el contexto de este estudio.Palabras clave: enseñanza comunicativa de la lengua; creencia de los profesores; creencia de los estudiantes; inglés como lengua extranjera; principios clt.RésuméBien que, ces dernières années, il y ait eu un grand nombre d'études menées sur l'utilisation de CLT dans des contextes EFL, relativement peu d'études ont essayé de comparer et de contraster les croyances des enseignants de langues étrangères avec celles de leurs étudiants en ce qui concerne les principes CLT. Cette étude a donc été conçue pour approfondir l ́étude sur les croyances des enseignants et celles des apprenants quant aux six principes principaux de l'approche communicative dans le contexte EFL en Iran. À cette fin, une échelle d'attitude de type Likert a été développée et soumise à 154 enseignants et 242 apprenants d'anglais. Les résultats ont révélé que bien que les deux groupes de participants aient des attitudes favorables à l'égard de CLT, les enseignants-participants avaient des niveaux de perception significativement élevés en ce qui concerne les principes CLT en particulier quant aux aspects grammaire, rôle des apprenants, rôle des enseignants et correction/évaluation des erreurs. Cependant, aucune différence significative n'a été trouvée entre les apprenants de la langue et les enseignants concernant le travail en groupe/en pairs et le rôle de la langue maternelle. On a pris en compte les attitudes favorables des participants comme indicateurs positifs pour la mise en œuvre de CLT dans le contexte iranien, car ses principes fondamentaux semblent être les bienvenus dans le cadre de cette étude.Mots-clés: enseignement communicatif de la langue; croyance des enseignants; croyance des apprenants; anglais langue étrangère; principes clt.
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Silalahi, Rentauli Mariah. "ERROR ANALYSIS ON INFORMATION AND TECHNOLOGY STUDENTS’ SENTENCE WRITING ASSIGNMENTS." IJEE (Indonesian Journal of English Education) 1, no. 2 (December 28, 2014): 151–66. http://dx.doi.org/10.15408/ijee.v1i2.1342.
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Students’ error analysis is very important for helping EFL teachers to develop their teaching materials, assessments and methods. However, it takes much time and effort from the teachers to do such an error analysis towards their students’ language. This study seeks to identify the common errors made by 1 class of 28 freshmen students studying English in their first semester in an IT university. The data is collected from their writing assignments for eight consecutive weeks. The errors found were classified into 24 types and the top ten most common errors committed by the students were article, preposition, spelling, word choice, subject-verb agreement, auxiliary verb, plural form, verb form, capital letter, and meaningless sentences. The findings about the students’ frequency of committing errors were, then, contrasted to their midterm test result and in order to find out the reasons behind the error recurrence; the students were given some questions to answer in a questionnaire format. Most of the students admitted that careless was the major reason for their errors and lack understanding came next. This study suggests EFL teachers to devote their time to continuously check the students’ language by giving corrections so that the students can learn from their errors and stop committing the same errors.
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Kormos, Judit. "THE TIMING OF SELF-REPAIRS IN SECOND LANGUAGE SPEECH PRODUCTION." Studies in Second Language Acquisition 22, no. 2 (June 2000): 145–67. http://dx.doi.org/10.1017/s0272263100002011.
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The study explores the psycholinguistic processes underlying L2 self-repair behavior by means of analyzing the timing of various types of self-corrections found in the speech of 30 Hungarian speakers of English at three levels of proficiency (pre-intermediate, upper-intermediate, and advanced). The paper discusses the relevance of timing data for the existing models of speech monitoring and examines how the level of proficiency of L2 learners affects the speed of error detection and the execution of correction. The results obtained indicate that the perceptual loop theory and the activation spreading theory of monitoring both rightly assume that monitoring involves the same mechanisms as speech comprehension. The analysis of the timing data reveals that corrections of pragmatically inappropriate lexical choice have detection times very similar to those of lexical errors. This may be regarded as indirect evidence for the claim that lexical entries in the mental lexicon also contain specifications concerning their pragmatic value. The results show that the level of proficiency of the participants affects the time necessary for the lexical, grammatical, and phonological encoding of the repair, which is caused by the difference in the degree of automaticity of these mechanisms at various stages of L2 development.
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Dai, Yuhua. "An Automatic Pronunciation Error Detection and Correction Mechanism in English Teaching Based on an Improved Random Forest Model." Journal of Electrical and Computer Engineering 2022 (May 29, 2022): 1–9. http://dx.doi.org/10.1155/2022/6011993.
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Teachers in traditional English classes focus more on writing and grammar instruction, while oral language instruction is neglected. In exam-oriented education, most Chinese students can master English written test skills, but only a few students can communicate effectively in English daily. People are progressively realizing that language is a tool for communication and communication in recent years, as the frequency of international exchanges has increased and that language learning should focus on oral language education. However, there are numerous issues with teaching oral English. When students perform individual oral practice after class, for example, they are unable to determine whether their pronunciation is correct. As a result, a computer-assisted study into automatic pronunciation of spoken English has become a viable solution to these issues. However, the present spoken English pronunciation mistake correction model’s accuracy and stability have not yet reached an optimal level. Based on this background, this work provides an enhanced random forest model and uses it to detect and correct automatic pronunciation errors in English classes. The improved random forest (RF) algorithm is used to classify and detect whether the learner’s pronunciation is correct. Mel cepstral coefficient (MFCC) is used for feature extraction, and principal component analysis (PCA) is used for dimensionality reduction of feature data. The experimental structure demonstrates that by using a combination classification framework based on MFCC, PCA, and RF, the learner’s pronunciation difficulty may be resolved. This allows for different error categories to receive feedback corrections.
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Liskinasih, Ayu. "CORRECTIVE FEEDBACKS INTERACTION IN CLT-ADOPTED CLASSROOMS." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 60. http://dx.doi.org/10.17509/ijal.v6i1.2662.
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<p>This case study aimed to examine corrective feedback (CF) pattern in the interactions of Indonesian EFL (English as Foreign Language) classrooms (a speaking and a grammar classrooms) which adopt CLT (Communicative Language Teaching). Two lecturers and twenty undergraduate English department students of an A-class university in Indonesia were involved as research participants. The findings revealed that the lecturers employed all types of CF to treat all types of errors. Explicit corrections were dominant in Speaking class as well as other explicit CF; whereas reformulations and prompt were equally distributed. Elicitation was dominant in Grammar class as well as other prompts; meanwhile, explicit and implicit CFs had similar proportion. The lecturers’ preferences were based on their beliefs on how their students learn foreign language and some factors such as the importance of CF to the instructional focus of the lesson, the possibility to generate student’s uptake, and also their empathetic values about students’ current language development. It was concluded that the provisions of CF in EFL classrooms reflect the application of CLT.</p>
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Kuiper, Koenraad, Marie-Elaine van Egmond, Gerard Kempen, and Simone Sprenger. "Slipping on superlemmas." Mental Lexicon 2, no. 3 (December 7, 2007): 313–57. http://dx.doi.org/10.1075/ml.2.3.03kui.
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Only relatively recently have theories of speech production concerned themselves with the part idioms and other multi-word lexical items (MLIs) play in the processes of speech production. Two theories of speech production which attempt to account for the accessing of idioms in speech production are those of Cutting and Bock (1997) and superlemma theory (Sprenger, 2003; Sprenger, Levelt, & Kempen, 2006). Much of the data supporting theories of speech production comes either from time course experiments or from slips of the tongue (Bock & Levelt, 1994). The latter are of two kinds: experimentally induced (Baars, 1992) or naturally observed (Fromkin, 1980). Cutting and Bock use experimentally induced speech errors while Sprenger et al. use time course experiments. The missing data type that has a bearing on speech production involving MLIs is that of naturally occurring slips. In this study the impact of data taken from naturally observed slips involving English and Dutch MLIs are brought to bear on these theories. The data are taken initially from a corpus of just over 1000 naturally observed English slips involving MLIs (the Tuggy corpus). Our argument proceeds as follows. First we show that slips occur independent of whether or not there are MLIs involved. In other words, speech production proceeds in certain of its aspects as though there were no MLI present. We illustrate these slips from the Tuggy data. Second we investigate the predictions of superlemma theory. Superlemma theory (Sprenger et al., 2006) accounts for the selection of MLIs and how their properties enter processes of speech production. It predicts certain activation patterns dependent on a MLI being selected. Each such pattern might give rise to slips of the tongue. This set of predictions is tested against the Tuggy data. Each of the predicted activation patterns yields a significant number of slips. These findings are therefore compatible with a view of MLIs as single units in so far as their activation by lexical concepts goes. However, the theory also predicts that some slips are likely not to occur. We confirm that such slips are not present in the data. These findings are further corroborated by reference a second smaller dataset of slips involving Dutch MLIs (the Kempen corpus). We then use slips involving irreversible binomials to distinguish between the predictions of superlemma theory which are supported by slips involving irreversible binomials and the Cutting and Bock model’s predictions for slips involving these MLIs which are not.
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McDonough, Kim, and Masatoshi Sato. "Promoting EFL students’ accuracy and fluency through interactive practice activities." Studies in Second Language Learning and Teaching 9, no. 2 (July 1, 2019): 379–95. http://dx.doi.org/10.14746/ssllt.2019.9.2.6.
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This study examined the effectiveness of interactive activities at facilitating EFL students’ production of English relative clauses. Thirty-seven EFL learners in Chile carried out interactive activities designed to elicit relative clauses. Pre- and posttests were used to examine whether carrying out the activities facilitated the students’ production of relative clauses. All interactions were audio-recorded and the transcripts were analyzed to determine how accurately and fluently the students produced relative clauses before, during, and after the practice activities. Whereas accuracy was defined as errors involving relative clause formation, fluency was operationalized in terms of the number of pauses, false starts, and self-corrections that occurred within relative clauses. The results showed that the students produced significantly more accurate relative clauses on the posttest; however, their production of dysfluencies remained unchanged. Implications for the use of interactive activities are discussed.
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González-Cruz, Belén, Lourdes Cerezo, and Florentina Nicolás-Conesa. "A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing." Studies in Second Language Learning and Teaching 12, no. 4 (December 27, 2022): 623–50. http://dx.doi.org/10.14746/ssllt.2022.12.4.5.
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This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.
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Demir, Cuneyt. "Determining Efficient Post-writing Activity for Error Correction: Self-editing, Peer review, or Teacher Feedback?" Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 21, 2021): 101–17. http://dx.doi.org/10.30827/portalin.v0i36.15824.
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Writing in English has always been a formidable obstacle for learners; accordingly, many studies aimed to find not band-aid but complete solutions for learners to improve their writing proficiency. One of these solutions, largely thought to reduce language errors, is error correction. However, instructors seem to be alternating between different corrective feedbacks with the purpose of determining the most efficient one for their students. Previous research largely compared peer feedback and teacher correction and ignored self-editing. In this sense, this study investigated three error correction methods, namely self-editing, peer review, and teacher corrections. To achieve this, three student groups were created and each group, composed of 10 students, was tested with one method. Wilcoxon, Kruskal-Wallis, and Mann-Whitney U tests were employed for analyses and the results yielded significant differences in terms of all methods concerning comparisons of pre- and post-tests. On the other hand, the test to determine inter-group differences found significant results for the method of teacher correction. Furthermore, the most frequent linguistic errors in students’ writing were revealed. This research contributes to teaching pedagogy by comforting instructors regarding the efficiency of teacher correction and suggests instructors focus on particularly spelling, punctuation, and article to prompt writing development.
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Pysanko, Victor, Tetiana Kholodenko, Iryna Sapizhak, and Larisa Kud. "Translation in Ukrainian and adaptation of the English questionnaires: scales of meaningful auditory integration (MAIS) and scales of meaningful language use (MUSS) scales for assessing language development in children with deafness after cochlear implantation." OTORHINOLARYNGOLOGY, No2(4) 2021 (March 24, 2021): 22–36. http://dx.doi.org/10.37219/2528-8253-2021-2-22.
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Introduction: The world community is concerned with the assessment of the speech and hearing development of children with sensorineural deafness after cochlear implantation, since the most important result of rehabilitation is the success of social integration of such children. In most countries of the world, the Meaningful Auditory Integration Scale (MAIS) and the Meaningful Use of Language Scale (MUSS) are used to assess the auditory and language integration of children with sensorineural hearing loss after cochlear implantation (CI). Unfortunately, in Ukraine there are still no Ukrainian questionnaires for assessing the auditory development of children with sensorineural hearing loss after cochlear implantation. The aim of our study was to translate MAIS and MUSS manuals into Ukrainian, to adapt and validate them culturally. Materials and methods: Materials for translation and cultural adaptation were English-language versions of the Meaningful Auditory Integration Scale (MAIS) and Meaningful Use of Language Scale (MUSS), developed by the Nottingham Group of Cochlear Implantation, which are recognized and recommended for use by all cochlear implant manufacturers. Results obtained: The evaluation consisted of the following stages: preparatory stage – collection and analysis of literature; translation of original texts from English into Ukrainian; reversed translation by an independent translator of Ukrainian text into English; collation of the translation and comparison with the original questionnaire by an independent linguist; Cognitive analysis; field-testing of textbooks translated into Ukrainian with a small group of children after the CI; corrections, final revision of translations to identify and correct any grammatical, orthographic and other errors. The Ukrainian version of the questionnaire demonstrated a high level of internal compliance, testability and validity. Conclusions: Given the considerable relevance and demand ability of the materials, the tests can be recognized as valid and recommended for use in cochlear implant rehabilitation process.
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Chernovaty, Leonid, and Natalia Kovalchuk. "Processes of Translation and Interpreting from a Native into a Foreign Language: Psycholinguistic Aspects." PSYCHOLINGUISTICS 27, no. 2 (April 12, 2020): 344–60. http://dx.doi.org/10.31470/2309-1797-2020-27-2-344-360.
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The aim of the paper deals with the preliminary verification of D. Gile’s (2009) hypothesis (Effort Model) concerning the dependence of the translation quality not only on the command of the two languages involved, but also on the degree of the translator’s or interpreter’s processing mechanism saturation.
The methods of the research included a comparative analysis of two target texts (English) translated by the same subjects from the same non-fiction source text (Ukrainian) related to the domain of law. The said source text was first rendered into English orally (sight translation) and then translated in the written form within a predetermined time limit. The subjects, first-year MA students majoring in Translation, whose command of English ranged between B2 and C1 levels within the CEF classification, were properly motivated to achieve the maximum possible result. The analysis of both English target texts (oral and written) was based on a number of parameters, which included the preservation of the source text information in the target texts, their grammar and lexical accuracy, as well as their coherence. The sight translation analysis additionally assessed fluency, while the written translation – orthographic control.
Results. It was established that the preservation of the source text information in the target texts is equally high in both types of translation. The same is generally true concerning their grammar and lexical accuracy as well. A slight growth of the number of mistakes in the article use and an insignificant amount of more elementary errors, non-compatible with the subjects’ level of English, may be accounted for by the restricted monitoring capacity in sight translation due to the processing mechanism saturation. By coherence criterion, the sight translation target text does not meet the requirements of the B2+ level the written translation target text belongs to. In some fragments, it slides down to level B1 or even A2, especially in relation to fluency, whose quality is often deteriorated by unmotivated pauses, false starts, repetitions, self-corrections and reformulations.
Conclusions. The authors suggest an assumption that the said deterioration in sight translation is accounted for by a higher degree of simultaneous efforts concentration in it as compared with the written translation. The paper outlines the prospects of further research.
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Purnomo, Windy Wahju, Yazid Basthomi, and Johannes Ananto Prayogo. "EFL university teachers’ perspectives in written corrective feedback and their actual applications." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 1089. http://dx.doi.org/10.11591/ijere.v10i3.21641.
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<p>This study aimed to investigate the English as a foreign language (EFL) university teachers’ perspective and their actual applications in providing written corrective feedback to the writing errors made by the EFL university students and their correlation. The study was based on 80 responses of a Google-Form survey distributed to EFL university teachers with various teaching experiences from the most parts of Indonesia. Correlational design was used in this research. Descriptive statistics and Pearson’s correlation tests were used to analyze data. The results indicated that the majority of teachers had perspectives that it is valuable to provide and vary the strategies of written corrective feedback. In addition, the teachers mostly applied both direct and indirect feedback in various strategies and they only sometimes provided corrections in all aspects of errors and reformulation. It was also found out that the Indonesian EFL university teachers’ perspectives in the written corrective on students’ writing errors highly correlated with their actual applications. The results of the study provide both theoretical and pedagogical implications. Theoretically, it enriches the body knowledge of feedback and EFL writing. Pedagogically, EFL teachers are also suggested to improve their knowledge on various feedback techniques and apply it in their classroom teaching and learning process.</p><p> </p>
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Dokovova, Maria. "Achieving Native-like Pronunciation through Phonetic Analysis and Poetry." Lifespans and Styles 2, no. 1 (March 21, 2016): 63–78. http://dx.doi.org/10.2218/ls.v2i1.2016.1431.
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The problem of identifying phonetic phenomena related to language transfer and correction in second language (L2) production can be approached by conducting broad analyses of the same L2 speaker. This approach is applied in the present study, which investigates errors of pronunciation segmentally (grammatical mistakes, voicing of consonants, and vowel distinctions) and suprasegmentally (intonation and time-gaining techniques) in order to establish the possibility of their being corrected in two recordings of readings by a non-native French speaker. The errors from the first recording were identified, analyzed, and corrected through pronunciation exercises with the aim of raising awareness of the problems to help overcome them on the second reading attempt. The correction methods involved exercises such as reading poetry aloud, pronouncing consonantal segments in various vocalic environments, and reading the target text, syllable by syllable. In addition, the analysis investigates the possibility of phonetic transfer from the two primary languages of the speaker: Bulgarian and English. The researcher is the speaker, the methodological implications of which are discussed, reaching the overall conclusion that it helps to raise awareness of the phonetic background of the errors. Despite the risk of compromising the data through this methodological choice, the results show that a high level of attention and monitoring of the speech alone may be insufficient for internalizing corrections. While grammatical mistakes were corrected most effectively, other segmental and suprasegmental features showed different levels of success. One of the features (the /ɛ/ and /e/ distinction) even exhibited deterioration in the second recording. These examples suggest the presence of “equivalence classification” phenomena and raise the question of the appropriateness of the phonetic exercises for overcoming the errors. Another area of interest was determining the source of errors such as “uptalk”, the reassigning of grammatical gender, word-final devoicing, and elimination of syllable-initial lenis stop prevoicing. Due to the limited amount of data available, it was difficult to draw firm conclusions, but the tendencies observed suggested that the errors might be due to transfer from the speaker’s primary languages, whose influence appeared to be equal. Further research should therefore control for the influence of the two primary languages and extend the scope to include a second post-training recording. Overall, the second recording demonstrated that raised awareness and training helped to achieve acceptable production in the suprasegmental features as well as most of the instances of unfamiliar phones, such as /ʁ/, front-rounded vowels, and nasal vowels.
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Vankudre, Gopi S., and Babu Noushad. "Barriers and Perception Towards Spectacle Wear among Student Population of University of Buraimi, Oman." Sultan Qaboos University Medical Journal [SQUMJ] 21, no. 3 (August 29, 2021): 416–22. http://dx.doi.org/10.18295/squmj.4.2021.004.
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Objectives: The study aims to evaluate the barriers and perception towards spectacle wear among student population of University of Buraimi, Oman. Methods: This descriptive, questionnaire based, cross-sectional study was conducted between December 2017 and May 2018. To evaluate participant’s barriers and perception towards spectacle wear, a self-designed, validated questionnaire prepared in English language, obtained responses from 170 a university student population within the Sultanate of Oman. Chi-square test was used to assess the association between the type of perception with the socio-demographic and refractive error related profiles of the participants. Results: All participants with inappropriate spectacle correction (61.82%) responded to the questionnaire. Majority of them (73.5%, n = 125) were having their eyes examined for the first time. Only 28 (16.5%) were wearing spectacles. Nearly half of the participants (54%, n = 91) had positive attitude towards spectacle wear, followed by negative (36%, n = 62) and neutral perception (10%, n = 17). Participants from a health science background had a higher positive perception towards spectacle wear compared to the non-medical study majors (P = 0.012). The difference in the perception scores between myopic and hypermetropic refractive error group was statistically insignificant (P = 0.882). Conclusion: A majority of the participants were having inappropriate spectacle corrections and did not undergo any prior ocular examinations. Very few participants were wearing spectacles, however, it was inappropriate concerning their current refractive status. The other reasons for spectacle non-wear were, ordering of new spectacles, lost them, or were broken. Nearly half of the participants had positive perceptions towards spectacle wear. The positive perception was higher among students with health-related majors. The study stresses to extend the current school eye health initiative within the region to the university level. A holistic eye health promotional approach integrating students, teachers, and parents can help in improving spectacle wear within the population.
Keywords: Eyeglasses; Refractive errors; School eye health; Spectacle compliance; Patient compliance.
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Alasmari, Nasser, and Nourah Alamri. "Does the MS Spell Checker Effectively Correct Non-Native English Writers’ Errors? A Case Study of Saudi University Students." Global Journal of Human-Social Science, December 26, 2019, 33–52. http://dx.doi.org/10.34257/gjhssgvol19is10pg33.
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Those learning English as a second or foreign language use spell checkers to correct the mistakes and errors they may have made while typing texts on a computer. However, scholars have debated the effectiveness of such checkers, which were originally designed to fix the spelling mistakes of native speakers. An example of these checkers is the Microsoft (MS) Word program, which constitutes the focus of the current study. This study examined how MS Word treats misspellings made by Saudi learners of English as a foreign language. It specifically addressed three research questions: (1) which L2 spelling errors were successfully fixed by MS Word; (2) which L2 spelling errors were unsuccessfully fixed by MS Word; and (3) how did intermediate L2 learners respond to alternative corrections provided by MS Word. A screen-tracking software, Screencast-O-Matic, was used to monitor the MS Word spell checker’s treatment of misspelled words. It was also used to track learners’ reactions to alternative corrections provided by MS Word in real time. The study analysed 401 errors made by25 female intermediate-level English learners at a Saudi university.
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Değirmenci Uysal, Nuriye, and Selami Aydin. "Foreign Language Teachers’ Perceptions of Error Correction in Speaking Classes: A Qualitative Study." Qualitative Report, January 9, 2017. http://dx.doi.org/10.46743/2160-3715/2017.2584.
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Limited studies have been conducted on the effects of error correction on acquiring oral proficiency and the teacher’s role as error corrector. Thus, the present study aims to investigate English as a foreign language (EFL) teachers’ perceptions of error correction in their speaking classes, reasons and types of errors they correct and their error correction strategies. The sample group in the study consisted of 15 English instructors working at a state university in Turkey. The data collection instruments consisted of a background questionnaire, reflections, interviews and essay papers. Results showed that EFL teachers seem to make corrections to improve learners’ accuracy during speaking, grammar and vocabulary knowledge and pronunciation skills and that EFL teachers believe that error correction may contribute to habit formation in terms of self-correction among students, pragmatic and appropriate use of the target language, learners’ accuracy and fluency. Another conclusion was concluded that teachers concentrate on pronunciation, grammar and vocabulary errors that directly distort meaning while speaking, and that they seem to use various strategies to correct errors. It was recommended that the curricula of teacher training programs should include topics to raise awareness of the issues such as reasons to make corrections, situations that require corrections, error types and correction strategies.
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Gholami, Leila. "Oral corrective feedback and learner uptake in L2 classrooms: Non-formulaic vs. formulaic errors." Language Teaching Research, June 8, 2021, 136216882110215. http://dx.doi.org/10.1177/13621688211021560.
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An extensive number of corrective feedback (CF) studies have examined learners’ errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners’ uptake of CF and their second language development. However, learners’ errors with formulaic sequences (FSs) comprising idioms, collocations, lexical bundles, and compounds (formulaic forms) have received scant attention in CF research. This study investigated any associations among formulaic vs. non-formulaic errors, CF types, uptake, and successful uptake rate by drawing on the audio-recordings of 36 hours of primarily meaning-oriented teacher–learner interactions in three advanced English as a foreign language classes. The findings demonstrated that learners made more errors with FSs, whereas CF was provided significantly more often for their non-formulaic errors. Learners’ non-formulaic and formulaic errors were treated significantly more frequently through recasts and elicitations, respectively. Uptake and successful uptake rate was significantly higher when CF was provided for learners’ formulaic errors than non-formulaic ones, which could be explained by relatively greater saliency, significance, and noticeability of FSs. The findings of log-linear analyses indicated that uptake and successful uptake rate varied depending on formulaic vs. non-formulaic foci of errors and CF types.
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Liao, Yi, and Wei Zhang. "Corrective feedback, individual differences in working memory, and L2 development." Frontiers in Psychology 13 (December 16, 2022). http://dx.doi.org/10.3389/fpsyg.2022.811748.
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The present study investigated the differential effects of explicit corrections, meta-linguistic corrective feedback (CF), and analogy-based CF on L2 learners' acquisition of English third-person singular form -s and whether and how individual differences in working memory (WM) mediate such effects. One hundred secondary school English-as-a-foreign-language (EFL) learners at a junior middle school in inland China were randomly assigned to the explicit correction group (EG), the meta-linguistic CF group (MG), the analogy-based CF group (AG), and the control group (CG). Learners performed both an information-gap activity and a picture-description activity where their errors on target structure were treated according to their group assignment. The Untimed Grammatical Judgement Test (UGJT) and the Elicited Oral Production Test (EOPT) were used to measure learners' resulting performance. Learners' WM was measured with operation span test. Results revealed that (1) compared to the control group, all the CF groups significantly improved their performance of English third-person singular form -s over time; (2) explicit corrections and meta-linguistic CF displayed superior advantages over analogy-based CF on the immediate posttest. However, the three CF groups demonstrated no significant difference in their performance of English third-person singular form -s on the delayed posttest; (3) WM was only able to predict the effects of analogy-based CF but not explicit corrections and meta-linguistic CF; and (4) analogy-based CF was more favorable to learners with higher WM who can regulate their limited attentional resources more efficiently, whereas explicit corrections and meta-linguistic CF equalize learning opportunities for all learners with different levels of WM. The findings of this study suggest optimal, profile-matched pedagogical options for L2 learning through identifying CF conditions that cater to the needs of young learners with different levels of WM.
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Koponen, Maarit, and Leena Salmi. "Post-editing quality: Analysing the correctness and necessity of post-editor corrections." Linguistica Antverpiensia, New Series – Themes in Translation Studies 16 (January 29, 2018). http://dx.doi.org/10.52034/lanstts.v16i0.439.
Full textAbstract:
Post-editing (PE) machine translations (MT) has become an increasingly common practice in the translation field in recent years. Research has investigated, among other issues, the types of error corrected by post-editors, but less emphasis has been placed on the corrections themselves and how they reflect MT errors. This article presents a pilot study analysing the edits made by five student post-editors in an English–Finnish post-editing task. We analyse the correctness and necessity of the edits. Our results show that, whereas most edits performed in the task are correct, a significant number of them (34%) are unnecessary. The findings suggest that specific types of edit, such as word-order changes and deletions of personal pronouns, are generally unnecessary for this language pair, which may have implications for post-editing practice and training.
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"The University Students’ Beliefs towards Corrective Feedback in Learning English as Foreign Language in Pakistan." International Journal of Recent Technology and Engineering 8, no. 3 (September 30, 2019): 4094–100. http://dx.doi.org/10.35940/ijrte.c5465.098319.
Full textAbstract:
The present study is carried out in English as a foreign language (EFL) experimental classroom at Khwaja Fareed University of Engineering & Information Technology Rahim Yar Khan, Pakistan to investigate the Pakistani EFL learners' beliefs towards written CF in L2 writing. Two types of Written CF: Direct and Indirect feedback, were provided during four weeks of study period in written tasks to the two groups (direct feedback and feedback group) and third was provided only metalinguistic information (Controlled group). The students were divided into two groups: experimental group provided with CF (Direct and Indirect), control group. The students in the experimental group were compared to a control group which was provided with no corrective feedback. BS level adult learners (n= 40) were randomly assigned to write short essay/Gap Fill/ Timed grammatical Task during four successive weeks. Afterwards, they were asked to fill in a questionnaire (k=21), at the post-test time. Correlation between participants’ beliefs about written CF and the effectiveness of those beliefs was measured by an attitudinal questionnaire. The students’ performance was also checked through written test battery. The results of this study revealed the learners’ beliefs about errors’ corrections, the writing activities, and various types of CF. The study also suggested the significant role of learners’ beliefs in mediating language accuracy in writing tasks.
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"Peer Review Declaration." IOP Conference Series: Earth and Environmental Science 962, no. 1 (January 1, 2022): 011002. http://dx.doi.org/10.1088/1755-1315/962/1/011002.
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Abstract All papers published in this volume of IOP Conference Series: Earth and Environmental Science have been peer reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing. • Type of peer review: Single-blind • Conference submission management system: submissions were received and handled via Conference e-mail: conf.inrec@mail.ru • Number of submissions received: 120 • Number of submissions sent for review: 120 • Number of submissions accepted: 63 • Acceptance Rate (Number of Submissions Accepted / Number of Submissions Received × 100): 53 % • Average number of reviews per paper: 2 • Total number of reviewers involved: 18 • Any additional info on the review process: Each paper took 2 weeks for revisions after review; 2 rounds of the review process were applied. Review criteria for manuscripts When reviewing articles, 20 criteria were used. 1 criterion “COMPLIANCE WITH COLLECTION PROFILE”. According to this criterion, it fully corresponded to the profile of the collection of 51 articles, partially corresponded to the profile of the collection – 11, did not correspond to – 57. Thus, according to the first criterion, 57 articles were rejected, 11 were sent for revision, returned from revision and accepted after repeated review 11. Total in the final version of the collection adopted 63 articles. 2 criterion “RECOMMENDED HEADING FOR PUBLICATION”. According to this criterion, the recommended headings were refined in 5 articles, which were accepted after rereview. 3 criterion “PRESENCE OF PLAGIUM” (including auto-plagiarism). There were no rejected articles for this criterion. 4 criterion “CONTENTS”. Rejected for reason - article contains no new information – 17 articles. 5 criterion “TITLE”. According to this criterion, the authors of 3 articles were asked to change the title of the articles. After re-reviewing, these articles were accepted for publication. 6 criterion “ANNOTATION”. Changes have been made to 9 articles. The changes concerned the reduction of the annotation, as its dimensions did not meet the requirements. 7 criterion “INTRODUCTION”. On the recommendation of the editors, changes were made to 7 articles. 8 criterion “METHODS”. According to this criterion, 5 articles were sent for revision. The main reason for the revision was the lack of links to similar foreign articles. 9 criterion “EXPERIMENTAL DATA”. There were no rejected articles for this criterion. 10 criterion “STATISTICAL DATA PROCESSING”. There were no rejected articles for this criterion. 11 criterion “ILLUSTRATIONS AND SIGNATURES”. According to this criterion, it was recommended that 36 authors improve their articles. Basically, all recommendations are technical in nature. Of these, 31 articles were returned for re-review and recommended for publication. 12 criterion “TABLES AND THEIR HEADINGS”. Editors’ comments were of a technical nature. According to the publication requirements, 29 articles were sent for revision. All of them were adopted after the changes made by the authors. 13 criterion “DISCUSSION AND INTERPRETATION OF RESULTS”. 6 articles were rejected, which were insufficiently substantiated and contained only a listing of the facts obtained. 14 criterion “STYLE OF PRESENTATION”. There were no rejected articles for this criterion. 15 criterion “REFERENCES”. According to this criterion, technical corrections were made in 41 articles, which were accepted after revision by the authors. 16 criterion “LIST OF ABBREVIATIONS”. There were no rejected articles for this criterion. 17 criterion “QUALITY SUMMARY”. There were no rejected articles for this criterion. 18 criterion “THE QUALITY OF THE ENGLISH LANGUAGE OF THE WHOLE TEXT OF THE ARTICLE”. According to this criterion, 5 articles were rejected as the presentation in English was unsatisfactory. The article could not be accepted for publication. 24 articles contained grammatical and stylistic errors in the English version. The authors of these articles were encouraged to correct the corresponding inaccuracies. After the changes were made, 24 articles were accepted for publication. 19 and 20 criteria “CONCLUSION” and “OVERALL PERFORMANCE ASSESSMENT”. According to this criterion, 63 articles were recommended for publication by the editors. Of these, 41 articles were required to be revised. The editors rejected 57 articles. Contact person for queries: Name: Oleg V. Korsun, Ph. D. (Biol.) Affiliation: Institute of Natural Resources, Ecology and Cryology SB RAS Email: NatTash2005@yandex.ru