Relevant bibliographies by topics / Hebrew language Errors of usage

Academic literature on the topic 'Hebrew language Errors of usage'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Hebrew language Errors of usage"

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Laufer, Batia, and Liubov Baladzhaeva. "First language attrition without second language acquisition." ITL - International Journal of Applied Linguistics 166, no. 2 (December 30, 2015): 229–53. http://dx.doi.org/10.1075/itl.166.2.02lau.

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We investigate whether Russian immigrants in Israel with little or no knowledge of Hebrew (L2) experience attrition of Russian (L1). We compared immigrants with no knowledge of Hebrew (−Hebrew), immigrants who knew Hebrew (+Hebrew), and monolingual controls on correctness judgment of collocations and of complex grammatical constructions. On collocations, the −Hebrew immigrants performed similarly to the +Hebrew immigrants. On grammatical constructions, they performed worse. Results of grammatical constructions correlated positively with Hebrew proficiency and usage. We conclude that immigrants with no L2 knowledge can experience just as much, or even more, attrition of L1 as immigrants with L2 knowledge. Moreover, higher L2 proficiency may positively affect L1 maintenance.
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Soesman, Aviva, Joel Walters, and Sveta Fichman. "Language Control and Intra-Sentential Codeswitching among Bilingual Children with and without Developmental Language Disorder." Languages 7, no. 4 (September 26, 2022): 249. http://dx.doi.org/10.3390/languages7040249.

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The present study investigated bilingual language control among preschool children in a sentence repetition task containing unilingual stimuli and codeswitched stimuli within prepositional phrases (PPs). Cross-language errors, that is, codeswitches that were not part of the stimulus sentences, were taken as evidence of difficulties in language control. Specifically, we investigated cross-language errors as a function of stimulus sentence type (codeswitched or unilingual), CS site within the PP, directionality (English or Hebrew stimulus sentences), and group status (children with typical language development (TLD), and children with Developmental Language Disorder (DLD)). We also examined cross-language errors in terms of word class and locus in the sentence. The participants were 65 English (home language)–Hebrew (societal language) bilinguals with TLD and 13 with DLD, ages 5;5–6;10 (M = 5;11). Stimulus sentences contained five codeswitch conditions within prepositional phrases, for example, a codeswitched preposition (P) or a codeswitched preposition, determiner and noun (P+DET+N), and a ‘no switch’ condition. The stimuli were 36 English and 36 Hebrew sentences (+24 fillers) matched for semantic content and syntax. English sentences contained switches to Hebrew, and Hebrew sentences contained switches to English. The results showed more cross-language errors for codeswitched than unilingual sentence stimuli. The children with TLD showed a directionality effect, producing more cross-language errors in Hebrew sentence stimuli than in English, but the children with DLD did not. The children with DLD had more cross-language errors than their peers with TLD for English stimuli. Most cross-language errors appeared in the sentence-final, adverbial temporal phrase. Findings are discussed in terms of language co-activation and competition in order to account for the difference in performance on unilingual versus codeswitched stimuli and in light of sociopragmatic and psycholinguistic factors to account for the directionality effect among children with TLD and the lack thereof among children with DLD.
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Dattner, Elitzur. "The Hebrew dative: Usage patterns as discourse profile constructions." Linguistics 57, no. 5 (September 25, 2019): 1073–110. http://dx.doi.org/10.1515/ling-2019-0022.

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Abstract The dative in Hebrew poses a problem for a unified characterization as no single criterion seems to guides its interpretation. The present paper approaches this problem from a usage-based perspective, suggesting a multifactorial account of dative functions in Hebrew. Analyzing a corpus of Hebrew dative clauses with multivariate statistical tools I reveal the usage patterns associated with each dative function, showing that traditional descriptions of dative functions are not reflected in usage. Working within a Usage-Based perspective, in which the meaning of a word is its use in language, I argue that Hebrew has only four distinct dative usage patterns, termed Discourse Profile Constructions: conventional correspondences between a multifactorial usage pattern and a unified conceptualization of the world. The four Discourse Profile Constructions are: (i) the Extended Transitive Discourse Profile Construction, (ii) the Human Endpoint Discourse Profile Construction, (iii) the Extended Intransitive Discourse Profile Construction, and (iv), the Evaluative Reference point Discourse Profile Construction. By revealing such correspondences between usage patterns and conceptualizations, the present paper (i) broadens the Construction Grammar notion of Argument Structure Construction, and (ii), suggests an innovative account for the notion of usage as a factor in the conventional pairing between form and function.
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ARMON-LOTEM, SHARON. "Between L2 and SLI: inflections and prepositions in the Hebrew of bilingual children with TLD and monolingual children with SLI." Journal of Child Language 41, no. 1 (November 26, 2012): 3–33. http://dx.doi.org/10.1017/s0305000912000487.

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ABSTRACTVerb inflectional morphology and prepositions are loci of difficulty for bilingual children with typical language development (TLD) as well as children with Specific Language Impairment (SLI). This paper examines errors in these linguistic domains in these two populations. Bilingual English–Hebrew and Russian–Hebrew preschool children, aged five to seven, with TLD, and age-matched monolingual Hebrew-speaking children with SLI, were tested using sentence completion and sentence imitation tasks in their L2 Hebrew. Our findings show that, despite the similarity in the locus of errors, the two populations can be distinguished by both the quantity and the quality of errors. While bilingual children with TLD had substitution errors often motivated by the first language, most of the errors of monolingual children with SLI involved omission of the whole morpheme or feature reduction. This difference in the nature of the errors is discussed in terms of bilingual processing vs. impaired representation.
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Avraham, Gidon. "Towards a standardised presentation of compounds in Avot Yeshurun's later poetry (1974–1992)." Terminology 4, no. 2 (January 1, 1997): 303–41. http://dx.doi.org/10.1075/term.4.2.05avr.

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Hebrew authors, and in particular a number of prominent poets, have played an important role in the development of today's Hebrew. Compounding operations by the Polish-Israeli poet Avot Yeshurun continue this tradition by reuse of earlier language components for the application of a linguistic strategy. Most of the time it is done in accordance with normative requirements for word formation in Hebrew. The poet's reuse of biblical Hebrew language components (as linguistic and conceptual common denominators) involves three levels of usage: the primary biblical usage, choice of a marker function, and a secondary (innovative) usage of language components in compounding. The secondary usage (reuse) is a product of the interaction among a literary device (metonymy, supported by linkage to the primary source), language components (N + N compound), and a conceptual common denominator marked by the transposed usage of a known biblical language component in a new environment (a poem). I suggest that Yeshurun accomplishes systematic correspondence in compounding. Could such neologisms, or innovative compounding, be described as part of a terminologisation process ? Will the application of terminography and terminological methods of description to Yeshurun's compounds supply us with an accurate tool of research for the study of word- and term-formation strategies in Hebrew literature?
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Kayam, Orly. "Language and Culture." Studies in English Language Teaching 3, no. 4 (December 29, 2015): 500. http://dx.doi.org/10.22158/selt.v3n4p500.

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<p><em>The study focuses on Ethiopian Jewish women’s struggles with language usage and social adaptation. The study aims to (a) evaluate the importance of knowledge and usage of Amharic in their daily lives, (b) evaluate the importance of knowledge and usage of Hebrew in their daily lives and (c) identify the differences in Israeli and Ethiopian Jewish cultures. The study was based on data collected and analyzed from a questionnaire that was distributed to a class of Ethiopian Jewish women who study English at a school in Netanya, Israel. The findings showed that while all of the participants speak Amharic, there are differences in literacy in Amharic among them. All of them have difficulties in Hebrew, but see Hebrew as the vehicle for upward mobility within Israeli society. They view Israeli culture as one that is lacking in politeness, respect and dignity, which is very much part of the fabric of the Ethiopian Jewish lifestyle. There is also a strong desire to preserve the past by preserving their language. This study promotes a new dimension to the study of Ethiopian Jewish women (Kayam </em><em>&amp;</em><em> Hirsch, in press) in that it adds to the study of language acquisition in the immigrant setting.</em><em></em></p>
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Shemesh-Raiskin, Rivka. "The Discourse Marker מ ה ז ה (ma ze) to express Rebuking in Rabbinic Hebrew." Journal of Semitic Studies 67, no. 1 (February 1, 2022): 29–59. http://dx.doi.org/10.1093/jss/fgab024.

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Abstract The phrase מ ה ז ה (ma ze) is used in Rabbinic Hebrew to express a speech act of rebuking, for example: ? מהזה, עקיבא (‘What is this, ʿAqiba?’). A review of its occurrences reveals its various characteristics: a) it serves as a rhetorical question to express a rebuking; b) it appears in the spoken language; c) it is used especially by one sage when rebuking another sage; and d), syntactically, it appears at the beginning of the sentence and is followed by an address. It seems that its usage in Rabbinic Hebrew is not a continuation of the usage found in Biblical Hebrew, and that it has not continued into Modern Hebrew. This usage as described and exemplified in this article has apparently not been documented in dictionaries of Rabbinic Hebrew nor in the research literature. I suggest viewing מ ה ז ה Hebrew as a rebuking interactional discourse marker.
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Soesman, Aviva, and Joel Walters. "Codeswitching within prepositional phrases: Effects of switch site and directionality." International Journal of Bilingualism 25, no. 3 (March 15, 2021): 747–71. http://dx.doi.org/10.1177/13670069211000855.

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Aims and Research Questions: Codeswitching (CS) was investigated among English-Hebrew bilingual preschool children in a sentence repetition task focusing on switching at different points in prepositional phrases (PPs). We asked the extent to which sentence repetition accuracy differed (1) as a function of the switch site in the PP and (2) as a function of directionality, English-to-Hebrew versus Hebrew-to-English CS. Design/Methodology: English/first language (L1)-Hebrew/second language (L2), sequential bilingual children ( N = 65), ages 5;5–6;5, participated. Thirty-six English and 36 Hebrew stimulus sentences were matched for semantic content and syntax. English stimulus sentences contained switches to Hebrew; Hebrew stimuli contained switches to English. Six ‘switch’ conditions were examined: a single codeswitched noun (N), a determiner–noun switch (DET+N), a codeswitched preposition (P), a preposition–determiner switch (P+DET), a switch of the entire PP (P+DET+N), and a no-switch condition. Data and Analysis: Audio recordings were transcribed and coded. Full sentence repetition was coded as correct/incorrect. The number of errors and the proportion of CS errors were computed. A 6 × 2 repeated-measures analysis of variance examined the effects of switch site within the PP and directionality (L1-to-L2 versus L2-to-L1). Findings/Conclusions: Accuracy was highest for the non-switched, N, and P+DET+N conditions. Accuracy was lowest for DET+N switches in English sentences, and for P switches in Hebrew sentences, and these two conditions showed the highest proportion of CS errors. The findings show evidence for a hierarchy of processing costs and directionality differences, which are interpreted in terms of contrastive typological features, particularly definiteness marking in the two languages, English by a free morpheme, and Hebrew by a bound clitic.
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Obiegbu, Ifeyinwa. "Errors in Educated Nigerian English Usage." Language Matters 49, no. 2 (May 4, 2018): 107–27. http://dx.doi.org/10.1080/10228195.2018.1482561.

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Vaknin-Nussbaum, Vered, and Joseph Shimron. "Hebrew plural inflection." Mental Lexicon 6, no. 2 (August 3, 2011): 197–244. http://dx.doi.org/10.1075/ml.6.2.01vak.

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Research on several Indo-European languages attests to notable difficulties in inflecting irregular nouns and verbs. In these languages morphological and phonological factors are often intertwined in a way that obscures the source of the problem. Hebrew by contrast allows isolation of morphological and phonological factors in nominal inflection. Three experiments demonstrated that as in Indo-European languages, nominal inflection of Hebrew irregular nouns is slower than that of regular nouns and involves more errors. The occurrence of phonological alterations to the noun’s stem with the inflection is an additional source of irregularity, which also taxes the inflectional process in reaction time and error rate. The empirical results underline the power of the default automatic suffixation process as the main obstacle to irregular inflection. A theoretical contribution of this study is an interpretation of the irregularity effect based on a morphological analysis that views Hebrew as having a linear rather than a non-linear morphology. The stem–suffix match is suggested as the dominant factor affecting the inflectional process, responsible for the difficulties in irregular inflections. It is argued that in Hebrew, the differences between inflecting regular and irregular nouns can be easily and adequately explained as resulting from a mismatch between a stem and an affix.
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Dissertations / Theses on the topic "Hebrew language Errors of usage"

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Bar, Tali. "If conditional sentences in contemporary Hebrew : structure, meaning, and usage of tenses /." Muenchen : LINCOM Europa, 2003. http://catalog.hathitrust.org/api/volumes/oclc/52450159.html.

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Ham, T. C. "Emphatic usage of the infinitive absolute in divine speech." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Shin, Seong-Chul School of Modern Language Studies UNSW. "High frequency errors in KFL and pedagogical strategies." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/26162.

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The problematic areas of the teaching of Korean as a foreign language have been largely neglected in the past. Few studies combine the following three aspects: 1) an examination of learner Korean; 2) the provision of substantial linguistic and pedagogical explanations; and 3) the devising of teaching or learning strategies based on empirical evidence. By studying KFL learners and their language production, insights can be gained relating to the learning of KFL and instructors will be able to provide appropriate corrective measures. This study investigated errors produced by KFL learners, focusing primarily on high frequency orthographic, lexical and grammatical errors in written language production. The study attempts to identify key areas of difficulty in learning Korean, to investigate the possible cause of difficulties and to provide more adequate information for the teaching and learning of KFL. To this end the study uses two classes of textual data and employs both statistical and descriptive analyses. At an orthographic level the study has identified four main error categories: 1) mismatch in three series consonants, 2) mismatch in vowel sounds, 3) misuse of nasals and laterals, and 4) omission and addition of ???h???. Overall the cause of key error types correlates strongly with the differences in sound quality and sound patterns between Korean and English, with some intralingual features. At a lexical level, the study found nine types of errors including 1) semantic similarity, 2) lexical misselection and 3) overgeneralization. The findings suggest that learners have a great deal of difficulty in differentiating lexical items with similar meaning and in selecting words appropriate to particular contexts or situations. As for grammatical errors, the study identified the five most active error categories, which made up more than 80% of the total grammatical errors. An overwhelming majority of grammatical errors and case particle errors in particular were errors of substitution. Many high frequency grammatical errors had distinctive triggering factors such as particular types of verb and sentence construction. The findings of the study have several pedagogical implications. First, there are key common errors for English L1-KFL learners and these common errors need increased linguistic and pedagogical attention. Secondly, the results reinforce the need to pay more active attention to the usage of the main case particles, along with the triggering constructions causing substitutions. Thirdly, the findings suggest that different types of analysis should be done in order to facilitate a plausible description of the problematic KFL items. The study argues that despite being problematic, the items discussed in this thesis are learnable and worthy of being taught with explicit or intentional strategies and that there is a need for pedagogically effective and adequate instructional input to maximize the potential of the learner???s language development in Korean.
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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.
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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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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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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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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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Cancian, Sonia. "Una raccolta di lettere italiane inviate agli emigrati in Canada, 1954-1955." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0028/MQ50501.pdf.

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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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Books on the topic "Hebrew language Errors of usage"

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Śaśon, Barukh. ʻIvrit metuḳenet: Madrikh le-shipur ha-lashon la-moreh, la-talmid, la-ʻoleh ule-khol mi she-rotsim le-shaper et leshonam. Tel-Aviv: Yavneh, 1989.

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Śaśon, Barukh. ʻIvrit metuḳenet: Madrikh le-shipur ha-lashon la-moreh, la-talmid, la-ʻoleh ule-khol mi she-rotsim le-shaper et leshonam. Tel-Aviv: Yavneh, 1989.

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Almagor-Ramon, Ruth. Regaʻ shel ʻIvrit. Yerushalayim: Tsivʻonim, 2001.

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Hofman, Avraham Yitsḥaḳ. Ḳunṭres Haṭʻamat ha-milim ha-ḳedushot ke-hilkhatan ukhe-mishpaṭan: Berur be-ʻinyan shinui be-mashmaʻut ha-tevot bi-ḳeriʼat Shemaʻ uva-tefilah ... Yerushala[y]im: A.Y. Hofman, 1985.

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Sharoni, Nisan. Sefer Em la-Miḳra: Kelale ha-diḳduḳ ṿe-ṭaʻame ha-Miḳra ha-nogʻim la-halakhah le-maʻaśeh, be-lashon ḳalah u-verurah ; ṿe-nilṿeh elaṿ Ḳunṭres Imre fi : ʻal ṭaʻuyot ha-shekhiḥot ba-tefilah. Bene Beraḳ: N. Sharoni, 1992.

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Rosen, Mordechai. Mikhmane ha-milim be-ʻIvrit: Ke-200 homofonim, ke-150 gizrone milim meʻanyenot, ḥidushe ha-Aḳademyah la-lashon ha-ʻIvrit. [Ḥolon?]: Dayeḳ, 1994.

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Die Inkongruenz im biblischen Hebräisch. Wiesbaden: Harrassowitz, 1987.

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Common errors in English usage. Wilsonville, OR: William, James & Co., 2003.

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Common errors in English usage. 2nd ed. Wilsonville, Or: William, James & Co., 2009.

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Common errors in English usage. Sherwood, Oregon: William, James & Company, 2013.

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Book chapters on the topic "Hebrew language Errors of usage"

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Aaron, David H. "The Doctrine of Hebrew Language Usage." In The Blackwell Companion to Judaism, 268–87. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470758014.ch16.

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Nir, Bracha. "Chapter 18. A usage-based typology of Modern Hebrew syntax." In Studies in Language Companion Series, 659–76. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/slcs.210.19nir.

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Han, Yingjie, Aiying Lin, Yonggang Wu, and Hongying Zan. "Usage-Based Automatic Recognition of Grammar Errors of Conjunctions in Teaching Chinese as a Second Language." In Lecture Notes in Computer Science, 519–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-45185-0_54.

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Davidson, Michael. "Introduction." In Distressing Language, 1–28. NYU Press, 2022. http://dx.doi.org/10.18574/nyu/9781479813827.003.0001.

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The introduction develops implications of the title’s double entendre: language that is distressed, ruptured, or worn and language whose usage distresses, worries, or challenges. By distressing or cripping ideas of normal embodiment, disabled artists challenge the stability of what organizes ideals of successful social identity. Errors often reveal the truths they displace, and artists who incorporate errors into their work illustrate the instability of generic classifications and aesthetic categories. The introduction’s several sections consider the intellectual underpinnings of a poetics of error: the gains and limitations of seeing through a deaf optic; the distribution of voice across and among multiple agents and technologies; poetry that deploys misspeaking, mishearing and misunderstanding as a component of the work; the contribution of sound studies to deaf studies.
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"The Correlation between Phonological Spelling Errors and Language Development in Hebrew-Speaking Children." In The Acquisition of Hebrew Phonology and Morphology, 138–59. BRILL, 2015. http://dx.doi.org/10.1163/9789004280151_009.

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Koby, Geoffrey S. "The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching." In Handbook of Research on Teaching Methods in Language Translation and Interpretation, 220–53. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6615-3.ch013.

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Translation evaluation remains problematic, with industry marking errors with points-off systems while teachers use points-off and rubrics. Many rubrics are not adequately operationalized. Needed is an error category and severity system sufficiently differentiated for useful feedback and streamlined to enable feedback to large numbers. The American Translators Association (ATA) Flowchart for Error Point Decisions and Framework for Standardized Error Marking has been adapted for the classroom. This chapter provides statistics on errors and severities marked in two groups: 63 translations by German>English graduate students marked by the author and 17 examinations from the 2006 ATA Certification Examination marked by ATA graders. The predominant categories assigned to students are Punctuation, Usage, Mistranslation, Addition, and Misunderstanding, while ATA papers show Misunderstanding, Omission, Terminology, Literalness, Ambiguity, Grammar, and Style. Misunderstanding rated as the most serious error for both. Transfer errors are more frequently marked and more severely rated than grammar or language errors.
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Horobin, Simon. "7. Why do we care?" In The English Language: A Very Short Introduction, 129–40. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198709251.003.0007.

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Why do we care about grammar and spelling to the extent that minor errors trigger paroxysms of despondency and gloom concerning the future of our society and its language? Since most people recognize the inevitability of linguistic change, we might wonder why they are unwilling to allow the language to continue to change today. ‘Why do we care?’ suggests one answer to this question lies in the fact that, as users of English, it is impossible for us to take an external stance from which to observe current usage. Another reason for our concern with such pedantry is bound up with the social cachet that surrounds the concept of ‘good grammar’.
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Kukulska-Hulme, Agnes. "Language Correspondences." In Language and Communication. Oxford University Press, 1999. http://dx.doi.org/10.1093/oso/9780195108385.003.0010.

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• Is a crossword puzzle clue a definition of a word? • Can you enter to exit? • Are unrecoverable errors recoverable? • How can a word like “caution” mean “guarantee”? • What is it that happens unless you do something else? . . . This chapter is about the ways in which elements of language are at times able to correspond to each other in usage and in meaning. It explains equivalence, the baseline for distinctions between words, and clarifies widespread misconceptions about synonyms. It shows that words have values that are sometimes obvious and sometimes concealed. These concepts are relevant to all word choices in language, and they must be considered with due attention with translation of a user interface or documentation into another language. Ambiguity and culture are the two big issues that will inevitably come to the fore at such a time. It will also become clear that there are gaps to be filled in languages, and that interference and confusion are bound to get in the way. Multiple language environments create their own special demands with respect to all of these concepts. In a typical crossword puzzle, we are asked to think of words that correspond to descriptions or suggestions of their meaning. Because a crossword is a kind of game, the clues may well be phrased so as to make the word discovery difficult. By contrast, in dictionaries, descriptions of meaning are meant to correspond much more directly to designated words. A direct link is made between a particular language element—a word or phrase—and the language used to express its meaning, which stands in or substitutes for that element in a variety of ways. Definition is one way, within one language; translation is another way, between languages. Equivalence, in the sense of a perfect match on the level of meaning, may be achieved through definition, which draws on a rich range of language resources, but equivalence is much more problematic in translation. In translation into a target language, a word with exactly the same meaning may not exist.
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Antón-Rodríguez, M., M. A. Pérez-Juárez, F. J. Díaz-Pernas, M. Martínez-Zarzuela, and D. González-Ortega. "Moodle-Based Validators to Improve Teaching and Learning of Web Development." In Educational Technology Use and Design for Improved Learning Opportunities, 311–27. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6102-8.ch017.

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The challenge to prepare the graduates for working in a constantly changing environment, such as software engineering, requires an effective learning framework. This chapter presents two educational Web (PHP and JavaScript) programming validators integrated into the learning management system Moodle to improve the teaching-learning process. These applications also offer the students an appropriate explanation of the errors found and some information about the language key terms, suggest alternatives to possibly misspelled terms, and gather usage data to provide both student and teacher statistical graphics of the type of error committed. The chapter also describes the result of a qualitative analysis of its use in several telecommunications engineering courses offered at the University of Valladolid.
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"(3) a desire to compromise, or a need to compromise, to ensure that major aspects of the draft statute get through the legislative process, and are not blocked by the opposition within, or external to, the government. In the Court of Appeal in Mandla v Dowell Lee, Lord Denning looked at the history of the word ‘ethnic’, charting its meaning and usage through three editions of the Oxford English Dictionary (1890, 1934, 1972). However, he always argued that words do not and cannot have a literal meaning and yet, here, in a highly contentious case, he traced the history of words. He noted that, in its original Greek form, ‘ethnic’ meant ‘heathen’ and was used by the translators of the Old Testament from Hebrew to Greek to mean nonIsraelite, or gentile. Earlier in this text, in Chapter 2, we considered the issue of the use of the phrase ‘the original Greek’. He identified the first use of ‘ethnic’ in English as describing people who were not Christian or Jewish. Lord Denning referred to the 1890 edition of the Oxford English Dictionary to confirm this etymology. He then referred to the 1934 edition, stating that its meaning had, by then, changed to denote ‘race, ethnological’. This is hardly surprising as the great anthropological expeditions of the 1920s and 1930s introduced the idea of ethnography as the descriptions of unknown groupings of people. His Lordship stated that the 1934 version indicated that ‘ethnic’ meant ‘divisions of races’ and, as far as he was concerned, this was right. This is, of course, a highly dubious and subjective viewpoint. But a judge has the power, via language analysis, to make a choice between what is, and what is not, right. Indeed, this is the judge’s task. The court has to decide. Finally, he referred to the 1972 version of the dictionary, which gave a wider definition of ‘ethnic’. It was this definition that was relied upon by the plaintiff’s counsel. Here, ‘ethnic’ was defined as relating to: …common racial, cultural, religious, or linguistic characteristics, especially designating a racial or other group within a larger system. Lord Denning then turned to discuss ‘origins’ for, as used in s 3 of the Race Relations Act, ‘ethnic’ appears in a small phrase including the word ‘origins’ (‘or ethnic or national origins’). Turning again to the dictionary, noting its usage with parentage he decides that it meant, as in previous case law, ‘a connection arising at birth’. ‘Origin’, he said, therefore meant a group with a common racial characteristic. His Lordship reconsidered the entire phrase as used in s 3: …a group of persons defined…by reference to…ethnic…origins. He concluded that the group must be distinguishable from another by a definable characteristic. Re-reading his judgment in the Court of Appeal, it is noticeable that he constantly used the words he is supposed to be defining in the definitions. Yet, Lord Denning’s normally preferred technique was the teleological, the mischief or the purposive rule. He may have reasoned in a manner more in keeping with the Race Relations Act if he had used his favourite technique of the purposive approach." In Legal Method and Reasoning, 120. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-93.

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Conference papers on the topic "Hebrew language Errors of usage"

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Pratiwi, Indry Julyanti, Dudung Gumilar, and Dante Darmawangsa. "Errors of Deixis Usage in French Narrative Texts." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.052.

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Teng, Zhongwei, Jacob Tate, William Nock, Carlos Olea, and Jules White. "Checklist Usage in Secure Software Development." In 10th International Conference on Natural Language Processing (NLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.112322.

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Checklists have been used to increase safety in aviation and help prevent mistakes in surgeries. However, despite the success of checklists in many domains, checklists have not been universally successful in improving safety. A large volume of checklists is being published online for helping software developers produce more secure code and avoid mistakes that lead to cyber-security vulnerabilities. It is not clear if these secure development checklists are an effective method of teaching developers to avoid cyber-security mistakes and reducing coding errors that introduce vulnerabilities. This paper presents in-process research looking at the secure coding checklists available online, how they map to well-known checklist formats investigated in prior human factors research, and unique pitfalls that some secure development checklists exhibit related to decidability, abstraction, and reuse.
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Kruglyakova, Tatiana А. "THE SPECIFICS OF PRIMING-EFFECT DURING REPRODUCTION OF A NON-USUAL UTTERANCE BY A CHILD." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.17.

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In his work How Children of the Preschool Age Observe Language, Gvozdev argued that a child of two-three years old could fix and correct errors in the speech of other people. At the same time, numerous priming-experiments built on the data of synonymous constructions of common language indicate that least frequency constructions willingly used by children in this age make the greatest influence on children’s speech. The aim of this article is to analyze speech behavior of a child who hears phrases with errors or receives a task to repeat wrongly constructed statements. Nobody has already studied constructions with speech errors in priming-experiments on Russian data. We analyzed the results of a pilot experiment on Russian data developed by non-native speakers of Russian from the Max Plank Institute for Evolutional Anthropology. There were 33 three-year-old children involved in the experiment. The texts included random deviations from both speech norms and frequency usage accepted in the Russian register of communication with children. Experiment results allow making some interim conclusions. The priming-effect on the perception of uncommon forms is low. Speech production mechanisms started to work when performing a task to repeat phrases heard by a child; that was followed with modifications of unusual forms, probably unconscious. Syntactic level (word order and choice of cases and prepositions) is least influenced by the prime. The previous speech experience also influences the ability to repeat what a child heard. The experience includes already formed grammatical representations of a certain child, the frequency of lexical units (including special contexts). While facing unusual constructions, the mechanism of evaluating the statement as “possible/impossible”, and “right/wrong” is launched which leads to its conscious or unconscious modification. Refs 18.
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Mughaz, Dror, Michael Cohen, Sagit Mejahez, Tal Ades, and Dan Bouhnik. "From an Artificial Neural Network to Teaching [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4557.

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[This Proceedings paper was revised and published in the "Interdisciplinary Journal of e-Skills and Lifelong Learning," 16, 1-17.] Aim/Purpose: Using Artificial Intelligence with Deep Learning (DL) techniques, which mimic the action of the brain, to improve a student’s grammar learning process. Finding the subject of a sentence using DL, and learning, by way of this computer field, to analyze human learning processes and mistakes. In addition, showing Artificial Intelligence learning processes, with and without a general overview of the problem that it is under examination. Applying the idea of the general perspective that the network gets on the sentences and deriving recommendations from this for teaching processes. Background: We looked for common patterns of computer errors and human grammar mistakes. Also deducing the neural network’s learning process, deriving conclusions, and applying concepts from this process to the process of human learning. Methodology: We used DL technologies and research methods. After analysis, we built models from three types of complex neuronal networks – LSTM, Bi-LSTM, and GRU – with sequence-to-sequence architecture. After this, we combined the sequence-to- sequence architecture model with the attention mechanism that gives a general overview of the input that the network receives. Contribution: The cost of computer applications is cheaper than that of manual human effort, and the availability of a computer program is much greater than that of humans to perform the same task. Thus, using computer applications, we can get many desired examples of mistakes without having to pay humans to perform the same task. Understanding the mistakes of the machine can help us to under-stand the human mistakes, because the human brain is the model of the artificial neural network. This way, we can facilitate the student learning process by teaching students not to make mistakes that we have seen made by the artificial neural network. We hope that with the method we have developed, it will be easier for teachers to discover common mistakes in students’ work before starting to teach them. In addition, we show that a “general explanation” of the issue under study can help the teaching and learning process. Findings: We performed the test case on the Hebrew language. From the mistakes we received from the computerized neuronal networks model we built, we were able to classify common human errors. That is, we were able to find a correspondence between machine mistakes and student mistakes. Recommendations for Practitioners: Use an artificial neural network to discover mistakes, and teach students not to make those mistakes. We recommend that before the teacher begins teaching a new topic, he or she gives a general explanation of the problems this topic deals with, and how to solve them. Recommendations for Researchers: To use machines that simulate the learning processes of the human brain, and study if we can thus learn about human learning processes. Impact on Society: When the computer makes the same mistakes as a human would, it is very easy to learn from those mistakes and improve the study process. The fact that ma-chine and humans make similar mistakes is a valuable insight, especially in the field of education, Since we can generate and analyze computer system errors instead of doing a survey of humans (who make mistakes similar to those of the machine); the teaching process becomes cheaper and more efficient. Future Research: We plan to create an automatic grammar-mistakes maker (for instance, by giving the artificial neural network only a tiny data-set to learn from) and ask the students to correct the errors made. In this way, the students will practice on the material in a focused manner. We plan to apply these techniques to other education subfields and, also, to non-educational fields. As far as we know, this is the first study to go in this direction ‒ instead of looking at organisms and building machines, to look at machines and learn about organisms.
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Heister, Reinhard, and Reiner Anderl. "Federative Data Management Based on Unified XML Data Scheme to Support Prosthetic Dentistry Workflows." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62615.

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The laboratory side of a digital dental workflow consists of heterogeneous software tools including digitization (scanning), modeling (CAD), production planning (CAM) and production. The heterogeneity can be structured in two dimensions: ‘various partial systems’, composing the dental product development system and ‘various vendors’, offering software solutions for these partial systems. As a result the value creation process lacks efficiency and different input/output data streams are still necessary. As a standard for the representation of geometric data the STL format has been established, whereas for additional information, such as organizational and administrative data, as well as requirements and design data, the XML (eXtensible Markup Language) format is considered appropriate. However, a variety of proprietary XML data formats have been developed by system vendors. Thus incompatibilities are a significant source for errors. Data flow structures as available today only allow unidirectional flow of information ‘downstream’. A new approach is based on a federative workflow data management. The basic concept is a unified XML scheme that represents data about all activities and states of dental objects created throughout the whole cycle of dental process. The new unified XML scheme provides a data structure, which can be adapted for the respective input/output data streams of all partial systems. The XML scheme represents a unified data scheme which allows both vertical (within a certain partial system class) and horizontal (along the digital dental workflow and independent of system vendor) data usage. Each dental system supplier only needs to create one input and output filter for the neutral XML interface. The system architecture is based on a web server to which a XML database server is connected. The XML database server manages project specific XML databases. Data can be made available through REST-, as well as through WebDAV-interface on LAN or WAN. With the help of XPath and XQuery required data can be extracted from the database. Redundant data input as well as incompatibility errors can be avoided by this approach. The innovative core is a unified workflow data format, in which a bidirectional data flow can be provided for both downstream and upstream, along the digital dental workflow.
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