Dissertations / Theses on the topic 'Japanese language Errors of usage'
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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.
Full textLevesque, Guy-Luc. "Lexico-Semantic Influence in Interlingual Transfer." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4771.
Full textSitasuwan, Kanlayanee. "Language usage in Kyōgen /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/11110.
Full textWallgren, Jonas. "Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264.
Full textTakeda, Tomoko. "Interaction between interlocutor relationship and grammar in Japanese conversations /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196393791&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 129-137). Also available for download via the World Wide Web; free to University of Oregon users.
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.
Full textHorvath, Veronika. "Errors and judgments : a sociolinguistic study of freshman composition." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027109.
Full textDepartment of English
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.
Full textCheung, 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.
Full textDEMETRAS, 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.
Full textMatsumura, Tomomi. "The Use of Evidentials in Hearsay Contexts in Japanese and English." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4153.
Full textTakahashi, Reiko. "English as a lingua franca in a Japanese context : an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5269.
Full textRobins, Seth L. "Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2840.
Full textRangel-Studer, Beatriz. "Self-repair in second language interaction: Dyad groups in action." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2975.
Full textCancian, 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.
Full text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.
Full textMok, 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.
Full textYamazaki, Kasumi. "Improving Orthographical Errors in Kanji: Integrating Calligraphy Methods into the JFL Classroom." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302120358.
Full textJim, 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.
Full textWong, 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.
Full textChan, 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.
Full textLau, 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.
Full textMntambo, 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.
Full textHui, 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.
Full textMogilevski, 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.
Full textMatikainen, Tiina Johanna. "Semantic Representation of L2 Lexicon in Japanese University Students." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/133319.
Full textEd.D.
In a series of studies using semantic relatedness judgment response times, Jiang (2000, 2002, 2004a) has claimed that L2 lexical entries fossilize with their equivalent L1 content or something very close to it. In another study using a more productive test of lexical knowledge (Jiang 2004b), however, the evidence for this conclusion was less clear. The present study is a partial replication of Jiang (2004b) with Japanese learners of English. The aims of the study are to investigate the influence of the first language (L1) on second language (L2) lexical knowledge, to investigate whether lexical knowledge displays frequency-related, emergent properties, and to investigate the influence of the L1 on the acquisition of L2 word pairs that have a common L1 equivalent. Data from a sentence completion task was completed by 244 participants, who were shown sentence contexts in which they chose between L2 word pairs sharing a common equivalent in the students' first language, Japanese. The data were analyzed using the statistical analyses available in the programming environment R to quantify the participants' ability to discriminate between synonymous and non-synonymous use of these L2 word pairs. The results showed a strong bias against synonymy for all word pairs; the participants tended to make a distinction between the two synonymous items by assigning each word a distinct meaning. With the non-synonymous items, lemma frequency was closely related to the participants' success in choosing the correct word in the word pair. In addition, lemma frequency and the degree of similarity between the words in the word pair were closely related to the participants' overall knowledge of the non-synonymous meanings of the vocabulary items. The results suggest that the participants had a stronger preference for non-synonymous options than for the synonymous option. This suggests that the learners might have adopted a one-word, one-meaning learning strategy (Willis, 1998). The reasonably strong relationship between several of the usage-based statistics and the item measures from R suggest that with exposure learners are better able to use words in ways that are similar to native speakers of English, to differentiate between appropriate and inappropriate contexts and to recognize the boundary separating semantic overlap and semantic uniqueness. Lexical similarity appears to play a secondary role, in combination with frequency, in learners' ability to differentiate between appropriate and inappropriate contexts when using L2 word pairs that have a single translation in the L1.
Temple University--Theses
Cheung, Shui-man, and 張瑞文. "The causes of errors in composing in Chinese by Hong Kongstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31220605.
Full textWat, 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.
Full textLee, Chai-yen, and 李彩燕. "An error analysis of Singapore's secondary school student's Chinese language compositions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37274338.
Full textLee, 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.
Full textFong, 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.
Full textShinkuma, Kenichi. "Style Shifting in First-encounter Conversations between Japanese Speakers." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2068.
Full textCoetzee, 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.
Full textENGLISH 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.
Samperi-Mangan, Jacqueline. "Languages in contact : error analysis of Italian childrens' compositions in a multilingual context." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60594.
Full textAn effort is made to show all the different errors and interferences that occur, and to discover a pattern of their causes. The data put forth might eventually serve as a base for further studies on the pedagogical prevention or correction of errors in the teaching of Standard Italian as adapted to the specific situation in Montreal.
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.
Full textDepartment of English
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.
Full textWhitus, 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/.
Full textKwan, 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.
Full textWong, 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.
Full textRiguel, Emilie. "Les phrasal verbs : usage, acquisition (L1 & L2), et enseignement." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA166.
Full textAlthough typical and inevitable in the English language, phrasal verbs, however, represent a real scourge to non-English-speaking students. A quantitative study based on a comparison between an interlanguage corpus of English as a foreign language (International Corpus of Learner English, Version 2) and a control corpus (Louvain Corpus of Native English Essays) thus highlights the underrepresentation of phrasal verbs in non-English-speaking students’ written productions. Secondly, from a qualitative study examining the use of phrasal verbs in excerpts from non-native students’ essays, we draw up a typology of errors made by non-English-speaking learners with regard to phrasal verbs. A discussion on new approaches to a better learning/teaching of phrasal verbs is also proposed.To provide some answers to this question, our approach consists in observing the genesis of this construction in the English-speaking child’s language. Indeed, the role of multiword constructions has particularly been emphasized in theories of first language acquisition (Goldberg, 1995; Tomasello, 2003). Besides, they are a rich and productive source of predication that children from most of the language communities acquire at a very early age. Yet, no studies dedicated to the acquisition and usage of verb-particle constructions in young English-speaking children have been carried out so far. This thesis aims to study the emergence and development of verb-particle constructions in child language by analyzing longitudinal data from the spontaneous oral speech of two monolingual English-speaking children, Naima and Ella, respectively followed between ages 0;11 and 3;10 and between ages 1;00 and 4;00. The corpora transcripts come from the CHILDES database (MacWhinney, 2000a).Finally, this thesis also focuses on the acquisition and use of particle placement within direct transitive phrasal verbs in English-speaking children’s speech. In particular, a multifactorial analysis of several linguistic variables will be conducted to see if children reproduce the same linguistic pattern as adults in their productions of both types of direct transitive verb-particle constructions (i.e. continuous configuration V-Prt-O and split configuration V-O-Prt)
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/.
Full textStevenson, Bill. "Peer Correction by Non-native Speakers of English in Oral Group Work." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4918.
Full textBader, 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.
Full textChow, 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.
Full textMallan, 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.
Full textMukai, Yuki. "A interlingua dos aprendizes brasileiros de lingua japonesa como le, com enfoque no uso das particulas Wa e Ga." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269336.
Full textTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-14T21:24:20Z (GMT). No. of bitstreams: 1 Mukai_Yuki_D.pdf: 2076961 bytes, checksum: f7a8b72257e9219c46dd85274a57ebd2 (MD5) Previous issue date: 2009
Resumo: Esta pesquisa envolve a análise da interlíngua referente ao uso real das partículas gramaticais wa e ga na produção de textos escritos pelos alunos de língua japonesa como LE. Elegeram-se essas partículas, pois se observou que a maioria dos alunos tinha dificuldades em utilizar corretamente a partícula wa, marcadora de tópico, trocando-a comumente pela partícula ga, de caso nominativo, ou vice-versa. O principal objetivo desta pesquisa é, então, o de identificar e sistematizar o uso dessas partículas utilizadas pelos alunos, e verificar as tendências na aprendizagem das mesmas, além das hipóteses levantadas por eles, concernentes a esse uso, como estratégias de aprendizagem e de comunicação. Para isso, adotou-se a abordagem dos Estudos da Aquisição-Aprendizagem de LE/L2, envolvendo a Análise de Erros. No entanto, diferentemente do que propõe essa abordagem em termos estritos, realizou-se a análise tanto de "erros" quanto de "acertos", para se poder compreender melhor o processo de aprendizagem e a competência (extra-)linguística dos alunos num dado momento de aprendizagem. Como procedimento de análise, adotaram-se os métodos quantitativo e qualitativo. Na análise quantitativa, verificou-se que os alunos tendem a atribuir, de maneira geral, apenas uma função a cada partícula, ou seja, trata-se do processo de simplificação das regras gramaticais. Verificou-se, também, que os alunos do nível básico consideraram ga como marcadora de sujeito gramatical, enquanto que os alunos do nível intermediário apreenderam ga como marcadora de objeto direto. Essa atribuição de diferentes funções à partícula ga é uma das provas de que a interlíngua é flexível, dinâmica e se encontra em processo de transformação no qual os aprendizes levantam hipóteses sobre as regras gramaticais, socioculturais, pragmáticas da língua-alvo, testando-as, reformando-as e negociando o sentido. Revelou-se, também, que, de modo geral, eles utilizam wa e ga adequadamente no nível da frase. Por outro lado, os resultados da análise qualitativa, realizada à luz da dimensão do texto, desvendaram que eles não levaram em consideração a gramática do texto/discurso, preocupando-se simplesmente com a natureza sintática e morfológica do sintagma acoplado por wa ou ga. Uma vez que a escolha entre wa e ga depende, também, do fluxo do texto/discurso e da intenção do emissor, ga já não se limita apenas a "partícula de caso", mas é também discursiva e pragmaticamente utilizada para expressar efeitos significativos no texto/discurso, tal como wa. Ou seja, wa e ga são as "partículas de negociação discursivo-pragmática" na comunicação. Portanto, dos professores, espera-se uma reavaliação da partícula ga, definida nas gramáticas do japonês como mera indicadora de caso. No ensino-aprendizagem de LE/L2, além da gramática da língua proposta pelos teóricos, o conhecimento da "gramática da interlíngua" torna-se imprescindível, pois é esta última que se configura como alicerce da gramática pedagógica voltada aos aprendizes não-nativos. Sem consciência, não ocorre a aquisição, ou seja, o papel dos professores deve ser considerado como "desestabilizador" e "conscientizador" no ensino de LE/L2.
Abstract: This study involves the analysis of the interlanguage corresponding to the actual use of grammatical particles wa and ga in the production of texts written by students of Japanese as a Foreign Language (FL). Such particles were selected due to the observation that most students presented difficulties in using correctly wa, a topic marker, and commonly replaced it with ga, a marker of the nominative case, or vice versa. The main objective of this research is, thus, to identify and systematize the use of these particles by the students and verify the trends in the learning of such particles, and the hypotheses raised by the students concerning their use, both as communicative and learning strategies. With that in mind, the approach adopted was found in the Studies in FL/L2 (Second Language) Acquisition/Learning and involves Error Analysis. However, differently from what that approach proposes originally, analysis was conducted not only of the "wrong" choices, but also of "right" ones, so that one could reach a better understanding of the learning process and of the students' (extra-)linguistic competence at a given moment of their learning. Both the qualitative and quantitative methods were used as analysis procedure. In the quantitative analysis, it was found that students tend to attribute, in general, a single function to each particle, that is, the process of grammatical rule simplification is manifested. It was also found that basic level students consider ga a marker of the grammatical subject, while intermediate level students perceived ga as a direct object marker. Such attribution of different functions to the particle ga is evidence that interlanguage is flexible and dynamic, and involves a transformation process, in which learners raise hypotheses about grammatical, sociocultural and pragmatic rules of the target-language, test them and review them while negotiating meaning. It was also revealed that, in general, students use wa and ga adequately at sentence level. On the other hand, the results of the qualitative analysis, approached in the dimension of the text, reveal that they did not take into consideration the text/discourse grammar, only being concerned with the morphosyntactic nature of the syntagma adjoined to wa or ga. Since the choice between wa and ga also depends on the flow of the text/discourse and on the speaker's/writer's intention, ga is not limited only to the role of "case-indicative particle", but is also discursively and pragmatically used to express meaningful effects in the text/discourse, like wa is. In other words, wa and ga are the "particles for discursive-pragmatic negotiation" in communication. Therefore, one expects of teachers a reassessment of the particle ga, defined in Japanese grammars merely as indicative of case. In the teaching-learning of FL/L2, besides the grammar of the language proposed by theorists, knowledge of the "interlanguage grammar" becomes indispensable, for it is the latter that can be characterized as the foundation of the pedagogic grammar for non-native learners. Without awareness there is no acquisition, thus, the role of the FL/L2 teacher should be one of "destabilizer" and "awareness promoter".
Doutorado
Lingua Estrangeira
Doutor em Linguística Aplicada
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.
Full textNg, 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.
Full textKou, 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.
Full textKatsuta, Hiroko. "The Role of Compliment Topics in Compliment Response." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/466.
Full text