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Published: 10 December 2022

Last updated: 29 January 2023

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1

Horvath, Veronika. "Errors and judgments : a sociolinguistic study of freshman composition." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027109.

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This study attempts to discover and describe patterns of variation in college students' overt attitudes toward a limited set of grammatical and lexical variables, the shibboleths of edited written American English usage. The basic instrument used in the study is a 115 item multiple choice questionnaire prepared by the researcher. Fifteen questions were designed to assess the respondents' social, economic, and demographic backgrounds, whereas the major part of the questionnaire elicited judgments about one hundred English sentences offering the choice between the attributes "good," "bad," and "I can't decide." This questionnaire was administered to 172 students in nine freshman composition classes during the spring semester of 1994 at Ball State University. The study sought to discover and describe systematic relationships between the answers to the first set of questions (extralinguistic data) and the second set of questions (linguistic data) by using various analytical methods and statistical techniques, such as correlation coefficients, chi-square tests, and multidimensional scaling.It was hypothesized that variation in subjects' overt judgments about linguistic variables would parallel the findings of numerous sociolinguistic studies about variation in linguistic production, and hence would pattern along the social and demographic characteristics of the subjects. However, although this study found considerable variation in the freshman students' judgments about the usage shibboleths, it did not find social or demographic correlates to the respondents' judgments.By investigating the nature of the variation in freshman composition students' notions about linguistic correctness, this study attempted to answer questions which have not been asked by traditional usage studies, sociolinguistics, or composition research. Moreover, this study has added support for linguists' claims that the traditional "mistakes" in usage handbooks have almost no empirical basis, even if they remain the favorites of most handbook authors and English teachers.
Department of English

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2

Wong, Yuk-ling Denise, and 黃玉玲. "On evaluating errors produced by some L2 speakers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B42128225.

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3

朱加信 and Karson Chu. "Written English errors: a case study of one secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31679808.

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4

Cheung, Sin-lin Isabelle, and 張善蓮. "A study of lexical errors in South-Asian Non-Chinese speakingchildren's writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36863658.

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5

Wat, Lok-Sze Josephine, and 屈樂思. "Cantonese-speaking students' handling of WH-questions in English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3692264X.

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6

Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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7

Katayama, Akemi. "Correction of Classroom Oral Errors: Preferences among University Students of English in Japan." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5282.

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Correction of oral errors in foreign or second language classrooms has been an issue of great concern. Although the literature on error correction is abundant, the studies on student reaction to this pedagogical practice are few. This study investigated the preferences for correction of classroom oral errors among university students of English in Japan. Data were collected from anonymous questionnaires. The study examined the students' attitudes toward the views about correction of oral errors which have been controversial among foreign and second language educators. The study also investigated the students' preferences for correction of different types of oral errors (e.g., grammatical errors) and particular types of correction as well. The results showed that the students had a strong positive agreement regarding teacher correction of oral errors. They showed a tendency toward agreement concerning peer correction, and a slight tendency toward agreement regarding selective error correction. Concerning overcorrection of errors, they showed a tendency toward disagreement. There was no significant difference among the different levels of oral English proficiency. The students had positive attitudes toward the correction of all five types of errors listed in the questionnaire: grammatical errors, phonological errors, and errors regarding vocabulary, pragmatics, and discourse. Pragmatic errors received the strongest preference. A significant difference among the proficiency levels was observed in only preference for correction of discourse errors. Preferred methods of error correction were: 1) the teacher gives the student a hint which might enable the student to notice the error and selfcorrect, 2) the teacher explains why the response is incorrect, 3) the teacher points out the error, and provides the correct response, and 4) the teacher presents the correct response or part of the response. The methods disliked were: 1) the teacher ignores the student's errors and 2) the teacher repeats the original question asked of the student. A significant difference among the groups was observed in preference for only one error correction method: the teacher presents the correct response or part of the response.

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8

Jim, Mei-hang, and 詹美恒. "A study of lexical errors in Cantonese ESL students' writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31602812.

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9

DEMETRAS, MARTHA JO-ANN. "WORKING PARENTS' CONVERSATIONAL RESPONSES TO THEIR TWO-YEAR-OLD SONS (LINGUISTIC INPUT, LANGUAGE ACQUISITION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183947.

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Despite claims by some theorists to the contrary, investigators have shown that information about grammatical errors is available to young children learning language via the conversational responses of their parents. The present study described five categories of responses in the conversations of working mothers and fathers to their normally developing two-year-old sons, and investigated whether any of these responses were differentially related to well-formed vs. ill-formed child utterances. Subjects were six middle-class, monolingual (English) parent-child dyads. Parents worked full-time jobs and the children were enrolled in full-time daycare. Within a two week period, four 20-minute conversational samples were audio and video recorded for each dyad in the subjects' homes during freeplay activities of the subjects' choice. Results indicated that the pattern of responses for these six parents was very similar to that reported for other parent-child dyads. The most frequent type of response for all parents was one that continued the conversation without either repeating or clarifying the child's previous utterance. The least frequent type of response was one that explicitly corrected portions of the child's utterance. Of all responses, repetitions--both clarifying and nonclarifying--appeared to be the type of response most differentially related to well-formed and ill-formed child utterances. Exact repetitions were more likely to follow well-formed utterances, while the remaining repetitions were more likely to follow ill-formed utterances. This pattern of differential responses was similar for all six dyads. Very few differences regarding the style or pattern of interaction were noted for fathers and mothers. Implications were drawn regarding the nature of linguistic input that is available to two-year-old children learning language.

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10

Fong, Wai-lin Yvonne, and 方慧玲. "Written English errors of eighth graders in an Anglo-Chinese school inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949022.

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11

Paskewitz, Paul Francis-xavier. "A corpus-based study of recurrent errors in the spoken and written English of native cantonese speakers." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?b21161781.

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12

Lau, Chi-leung Allen, and 劉志亮. "A study of errors made by F4 students in their written English with special reference to determiners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31943652.

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13

Hui, Lai-yin Connie, and 許麗賢. "An investigation of the errors made by Hong Kong secondary students intheir written work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3169178X.

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14

Bhattrai, Anju. "A contrastive analysis of the English and Nepali past tenses and an error analysis of Nepali learners' use of the English past tenses." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159139.

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This dissertation has two main purposes: (a) to provide an analysis of the past tenses in Nepali and compare them with those of English from a discourse pragmatic perspective; and (b) to investigate how Nepali learners of English use the English past tenses in terms of forms, meanings, and functions.A major claim of the dissertation is that tenses and aspects play various discourse functions in Nepali. Although Nepali has various past tenses as in English, their actual use is different from those of English. A significant difference between the use of the past tenses in English and Nepali is revealed in the use of the past perfect tense. In Nepali, unlike in English, the past perfect does not always require the existence of the past reference point between the event time and the speech time. Although used in similar as well as different contexts, the past perfect in both languages is found to express background information. In the analysis of the Nepali past tenses, one of the major arguments is that the traditionally termed `unknown past' does not have `past' as part of its basic meaning. The main function of this verb form is to express the speaker's unawareness of a situation at the time of its happening, whether in the past or the future.After the discussion of the Nepali past tenses in comparison with the English past tenses and aspects, an error analysis of Nepali EFL learners' use of the English past tenses in written essays is carried out. It was hypothesized that Nepali learners would make a wide variety of errors in the use of the English past tenses. Because of differences in the use of the past perfect and the past tense in the habitual sense between Nepali and English, it was expected that Nepali ESL learners would make errors in those areas. However, overgeneralization due to difference in the use was found only in a very few cases. Most of these errors cannot be traced to Nepali influence. One area, however, where Nepali has a clear effect on the students' use of English is in indirect speech. I argue that Nepali speakers do not change tenses in English indirect speech appropriately because verb tenses in Nepali are not changed from direct speech to indirect speech as in English.It is hoped that this dissertation will enhance the understanding of grammatical categories such as tense and aspect in general and of Nepali tense and aspect systems in particular. In general, this dissertation showed contribute to several areas of study in discourse analysis, second language acquisition, language transfer and contrastive analysis. A major significance of this dissertation is its demonstration of the role of tense and aspect in Nepali in the expression of various discourse functions.
Department of English

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15

Mok, Yee Man Christabell. "What is revealed through errors? : a study of Hong Kong primary ESL learners." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/571.

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16

Chan, Carol Suk Oi. "A cross-sectional study of syntactic errors in English composition by ESL students in Hong Kong : aspects of negative transfer." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/501.

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17

Mntambo, Nomawabo. "A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003320.

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One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.

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18

Rangel-Studer, Beatriz. "Self-repair in second language interaction: Dyad groups in action." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2975.

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Describes the results of a research project that analyzes the interaction of a second language (L2) learners of English (non-native speakers (NNS)) with a native speakers (NS). The subjects of the study were four NNS and two NS of English at Imperial Valley College in Imperial, California. The first aspect of the analysis determines the way in which self-repair might be related to L2 development and the L2 learner's language proficiency level. The second aspect of the analysis determines whether the NNS use self-repair differently when the interlocutor is a NS or a NNS of English. Results of the study indicate that while there was not a correlation between overall frequency of self-repair and language proficiency, there was a relationship between frequency of particular types of repair and language proficiency.

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19

Coetzee, Wena. "Language errors in the use of English by two different dialect groups of Afrikaans first language-speakers employed by Nedbank : an analysis and possible remedy." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2063.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: The financial sector of South Africa is increasingly under pressure to ensure that the language used in all communication is aligned with international best practice and, furthermore, that the correct business terminology is applied. Standards of language proficiency and usage have, however, deteriorated over the past few years. This appears to be due mainly to lack of good language education at school level. In Nedbank, specifically, the language used by employees in written external communication is not always on par as is evident from the documentation that Nedbank Editorial and Language Services (Nels), the “language custodian” of the bank, has to edit and translate. Nels decided six years ago that, instead of rewriting all these documents, which is not timeor cost-efficient, to rather give business-writing training across the bank to enable Nedbank employees to increase their general writing proficiency of English. This study aims to establish whether there are discrepancies in the type of error made in English as used by Coloured Afrikaans mother tongue speakers and White Afrikaans mother tongue speakers in order to determine how to customise the business-writing training materials to the benefit of each cultural grouping in Nedbank.
AFRIKAANSE OPSOMMING: Die finansiële sektor in Suid-Afrika is toenemend onder druk om te verseker dat die taal wat in alle kommunikasie gebruik word in ooreenstemming is met internasionale “beste praktyk”, en verder dat die korrekte besigheidsterminologie gebruik word. Taalvaardigheids- en taalgebruiksvlakke het egter oor die afgelope aantal jare verswak, waarskynlik a.g.v. onvoldoende taalonderrig op skool. In Nedbank is die taalgebruik van werknemers in geskrewe eksterne kommunikasie nie altyd van ’n aanvaarbare standaard nie, soos duidelik blyk uit die dokumentasie wat Nedbank Editorial and Language Services (Nels), die bank se “taalbewaarder”, moet redigeer en vertaal. Nels het ses jaar gelede besluit om besigheidskryfkursusse vir die hele groep aan te bied, eerder as om al die eksterne kommunikasie oor te skryf, wat nie tyd- en koste-effektief is nie. Sodoende kan werknemers hulle algemene skryfvaardighede in Engels verbeter. Hierdie studie probeer vasstel of daar moontlike verskille is in die soort foute wat in Engels deur gekleurde Afrikaans-moedertaalsprekers en wit Afrikaans-moedertaalsprekers gemaak word, in ‘n poging om doeltreffende opleidingsmateriaal te ontwikkel vir elke kulturele groepering in Nedbank.

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20

Lee, Wai Ching Crystal. "Error analysis of the written works produced by the undergraduates from PRC, Taiwan and Hong Kong." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/381.

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21

Wong, Sau Sheung Isabella. "An error analysis of English compositions by Hong Kong junior secondary students." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/408.

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22

Mogilevski, Eugene 1974. "Structured monitoring of second order errors : focus on writing accuracy of 2nd year advanced level students of French." Monash University, French Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/8652.

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23

Bader, Fadel Mohammed Na'im. "Analysis of error type, source, and gravity in the writing of Arabic ESL students in U.S.A. colleges." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3753.

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The purpose of this study is to determine the type, possible source and gravity of errors found in the Test of Written English and Placement Tests compositions written by native speakers of Arabic at college level. The first part of the study is an error analysis designed to reveal the types of errors that are most frequently made by Arab students at college level. The sources of these errors are explained according to Richards' classification of errors as inter- and intralingual (1971). Seven types of errors are identified under interlingual category: articles, prepositions, the copula, embedded questions, pronoun retention, semantic and stylistic errors. Intralingual errors included errors in overgeneralization and ignorance of rule restriction.

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24

Kwan, Chung-hin, and 關仲顯. "An investigation of English errors of Hong Kong secondary 1 and secondary 5 students and their relationship with mother tongueCantonese transfer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195943X.

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25

Stevenson, Bill. "Peer Correction by Non-native Speakers of English in Oral Group Work." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4918.

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This research is observational and descriptive. Its primary purpose is to provide data on the extent to which, and how, Non-Native Speakers (NNSs) of English engage in error correction of their peers when participating in classroom oral group work. In addition, it shows to what extent these learners self-correct their own errors in the same situation. The over-arching focus of the study is to examine the role of second language learners to determine whether they possess the potential to play a more active and productive part in their own language learning. Nine beginning level adult university ESL students are the subjects of this research. They were placed in small groups and asked to perform specified classroom tasks designed to generate maximum oral interchange among the participants. The ensuing discussions provided the basis for the data which were collected via tape recording each group's proceedings. The data samples were listened to and coded per an error typology and any correction that took place. The data were then statistically analyzed via SYSTAT. The findings are consistent with the results of other research and indicate that while many errors are not treated, a significant number of them are corrected clearly and accurately. These results lend credence to the idea that second language learners may have much more to learn from each other than they think, and that they do have the potential to play a greater role in their own language learning. Much more research is indicated in order to better understand the multi-faceted phenomenon of second language learner error and its treatment.

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26

Ng, Wing-han Christina. "Does error correction lead to error reduction?" Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26173347.

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27

Levesque, Guy-Luc. "Lexico-Semantic Influence in Interlingual Transfer." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4771.

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The present study replicates research by Tomoko Takahashi (1984) on lexico-semantic patterns used by students in an acquisition poor environment. The purpose of the current study was to determine how an acquisition rich environment affects learners' use of four lexico-semantic patterns: congruence occurs when the Ll definition of a lexical item forms a one-to-one correspondence with the L2 lexical item; convergence occurs when the Ll lexical item has broader applications than the L2 lexical item; divergence occurs when the L2 lexical item has broader applications than the Ll lexical item; and semantic gap occurs when the Ll lexical item has no appropriate corresponding L2 lexical item (Takahashi, 1984). The instrument, a lexico-semantics test, is the same instrument used in Takahashi's study. It was designed to measure which patterns are most frequently used by Japanese EFL students learning English. The results, unlike Takahashi's, suggest that beginning and advanced ESL students use the four patterns equally well. No significant difference was found between the two groups. These results are contrary to what had been expected. However, they show that the proposed hierarchical order of difficulty of congruence, convergence, divergence and semantic gap is the same in both studies. The results also indicate that the acquisition· rich environment seems to dramatically improve beginners' performance of the four patterns. Since the instrument was designed for EFL students (an acquisition poor environment) it may not have fully challenged the advanced ESL students (an acquisition rich environment) while challenging the beginning students. This may have been due to the fact that the students in the present study received a great deal of input from the acquisition rich environment, which could account for their increased ability to restructure hypotheses about L2 vocabulary items. In conclusion, more studies are needed to determine the complete role of the four lexico-semantic patterns in vocabulary acquisition. An expanded follow up study that fully tests the advanced and beginning ESL learners' ability could determine whether both groups progress along a language continuum with respect to the use of the four lexico-semantic patterns. Furthermore, although the patterns may serve, in a limited capacity, as indicators of a learner's difficulties in vocabulary acquisition, a wider body of research is needed before they can be applied in a language learning environment.

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28

Chow, Po-ki, and 周寶琪. "Tense and aspect in interlanguage: error analysis in the English of Cantonese-speaking secondary schoolstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36856228.

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29

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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Wong, Wing-yin Winnie, and 黃穎賢. "The study of the use of written English in the Hong Kong civilservice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951569.

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31

Jhowry, Kheerani. "Does the Provision of an Intensive and Highly Focused Indirect Corrective Feedback Lead to Accuracy?" Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28437/.

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This thesis imparts the outcomes of a seven-week long quasi-experimental study that explored whether or not L2 learners who received intensive and highly focused indirect feedback on one type of treatable error - either the third person singular -s, plural endings -s, or definite article the - eventually become more accurate in the post-test as compared to a control group that did not. The paired-samples t-test comparing the pre-test and post-test scores of both groups demonstrates that the experimental group did no better than the control group after they received indirect corrective feedback. The independent samples t-test measuring the experimental and control group's accuracy shows no significant difference between the two groups. Effect sizes calculated, however, do indicate that, had the sample sizes been bigger, both groups would have eventually become more accurate in the errors targeted, although this would not have been because of the indirect feedback.

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32

Kou, Meng Chu. "A consciousness-raising approach to error correction : a case study of the acquisition of the placement of prepositional phrases by Macao secondary school students." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456359.

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33

Mallan, Vijay Kumar, and n/a. "The influence of contextual factors on revision strategies : the case of four Malaysian native speakers of English in a mainstream E.S.L. classroom." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061024.115955.

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This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud verbal protocols were analysed using the grounded theory approach in conjunction with written texts. The findings suggest that contextual factors influenced classroom practices. The contextual factors included a teacher who was not provided with adequate training, administrative policies which did not provide support for the development of writers based on their abilities, writing instruction which viewed revision as a process of error correction and public assessment practices which were non-transparent. These classroom practices influenced the participants� beliefs about revision. These beliefs affected the quality of their essays as judged by Malaysian public examiners. Additionally, the findings suggest a mismatch between classroom instruction and public examination. Suggestions are made to address these concerns by considering the theoretical underpinnings of the cognitive process, socio-cultural and community of practice models of writing and learning. These include instruction on revision strategies, considering alternative assessment practices, providing formative feedback, ability streaming, focussing on critical reading skills and providing adequate support to the teacher.

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34

Kwok, Hong-lok, and 郭康樂. "Developing an error analysis and error correction strategy for form 6 English composition classes in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949071.

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35

Yoshikawa, Mariko. "Lexical errors in the Japanese of advanced English-speaking learners." Thesis, 1996. http://hdl.handle.net/1885/145323.

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"Accuracy and fluency: a comparison of native and non-native evaluation of compositions written by EFL learners in China." Chinese University of Hong Kong, 1986. http://library.cuhk.edu.hk/record=b5885713.

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37

Maliwa, Kaya Giveus. "Fossilisation in the written English of Xhosa - speaking students during the FET phase." Diss., 2005. http://hdl.handle.net/10500/2246.

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This study investigates error fossilisation in the written English of Xhosa - speaking students. It is hypothesised that there is no statistically significant difference in the language errors of two groups of Grade 10 and Grade 12 students. Two randomly selected groups of 30 Grade 10 and 30 Grade 12 students in a rural senior secondary school in the Eastern Cape province were required to write two essays, of which the first two hundred words of each essay were marked. A frequency count of errors was done and comparisons were made. The findings indicate that the Grade 12s consistently made fewer errors. However, the difference is only statistically significant in the case of prepositions and concord, and is insignificant in tenses, pronouns and articles. The findings also show evidence of fossilisation given the persistence of some of the errors. Certain features in the student's language were not eradicated by the additional two years exposure to English.
English Studies
M.A. (Teaching English to Speakers of Other Languages)

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38

Roos, Hendrina Johanna. "A syntactic error analysis of written work of students at Vista University : implications for remediation." Thesis, 2014. http://hdl.handle.net/10210/9839.

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M.A. (Applied Linguistics)
This dissertation explores the phenomenon of errors in the writing of second language learners. The concepts of language error and standard language are discussed briefly. The Contrastive Analysis and Error Analysis hypotheses are presented and the notions of interlanguage and fossilization explored. The limitations and strengths of the Error Analysis hypothesis are pointed out. Research on error correction and remediation is reviewed. Questions such as whether errors should be corrected, when, how and by whom, as well as which errors should be attended to, are considered. An error analysis of the written work of a group of English second language students is undertaken. Errors of a mainly syntactic nature are identified and classified and the possible causes of some are pointed out. The dissertation considers the implications of these errors for language teaching and concludes by making recommendations with 'special reference to the distance teaching situation.

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Arege, Jackline Bonareri. "Exploring some effects of different types of error correction feedback on ESL student writing." Diss., 2010. http://hdl.handle.net/10500/4787.

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This study uses a predominantly quantitative approach to explore the effect of different error correction feedback mechanisms on students’ English as a Second Language writing (narrative and descriptive) amongst high school students in Botswana. A longitudinal, quasi-experimental design is used, with a control group that received no correction feedback while the experimental groups received direct, coded and uncoded feedback. Three hypotheses define the study in terms of fluency, correction success and accuracy development over time. No significant increases in fluency were found between the pretests and posttests. Correction success achieved by the three treatment groups when rewriting texts reflected the explicitness of the feedback, with the direct group highest, followed by the coded and uncoded groups. Findings were mixed on the important issue of accuracy development, although they strongly suggest that for spelling, any type of feedback is significantly better than none and that coded feedback is better than direct feedback despite the latter being more explicit. Students from all the treatment groups expressed similarly positive opinions on correction feedback.
Applied Language
M.A. (Spec. in Applied Linguistics)

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40

Wissing, Robin John. "Language contact and interference in the acquisition of English proficiency by Bantu-speaking students." Diss., 1987. http://hdl.handle.net/10500/3370.

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This study analyses the causes of error in the written english of black senior secondary pupils and teacher trainees. Using Error Analysis and Contrastive Analysis in a form known as Interference Analysis and covering a full range of grammatical, syntactical and lexical issues! erroneous items in English are compared with the same items in the learners' first language in order to isolate an identify such errors. Analysis of these errors shows which are due to direct interlingual transfer which are not completely attributable to direct transfer, and which are intralingual, the result of idiosyncratic language usage or merely mistakes rather than errors. While recognizing the degree to which Black learners' language habits have become fossilized and the extent to which standerdized errors form part of the English used by Bantu-speaking students, this study sets out to improve proficiency in English by explaining the the causes of error and by suggesting possible remedial approaches.
English Studies
M.A. (English)

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