Siga este link para ver outros tipos de publicações sobre o tema: Error analysis and Interlanguage.
Artigos de revistas sobre o tema "Error analysis and Interlanguage"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores artigos de revistas para estudos sobre o assunto "Error analysis and Interlanguage".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja os artigos de revistas das mais diversas áreas científicas e compile uma bibliografia correta.
1
Suriyanti, Maria Susi. "Students' Interlanguage Process in Writing Daily Activities". Journal of English as a Foreign Language Education (JEFLE) 2, n.º 2 (5 de março de 2024): 76. http://dx.doi.org/10.26418/jefle.v2i2.51635.
Texto completo da fonteResumo:
The aim of this study was to provide analysis on the grammatical errors occurred to the Seventh grade students of SMPN 01 Embaloh Hulu and their interlanguage causes in the students’ writing. This research was conducted through the procedure of error analysis. Surface strategy taxonomy, as one of the error types of error analysis was used for further analysis in order to describe the students’ errors. The subjects of this research were the seventh grade students of SMPN 01 Embaloh Hulu in the academic year of 2020/2021. The collected samples were taken by sorting out the samples from the students’ writing tasks. The samples were analyzed by the criteria of errors called Omission, Addition, Misordering, and Misformation. The result showed that the students produced 92% of non-English-like sentences in their writing. The most frequent error type made by the students was omission type. The result revealed 48% errors appearing on the students’ writing. The indicated result discovered that the students’ interlanguage process covered both the central process of interlanguage called overgeneralization of TL rules and strategy in language learning.Keywords: Interlanguage, Interlanguage Process, Surface Strategy Taxonomy
2
Tiarina, Yuli. "AN INTERLANGUAGE ERROR ANALYSIS: A FORMATIVE EVALUATION FOR FRESHMEN". Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 11, n.º 1 (30 de outubro de 2017): 77. http://dx.doi.org/10.24036/ld.v11i1.7938.
Texto completo da fonteResumo:
This paper aims at finding the interlanguage errors made by the freshmen of English Department of Universitas Negeri Padang. This research needs to be conducted since the result can become a formative evaluation for lecturers in teaching English for the freshmen. The method used in this reserach is a qualitative-descriptive method, supported by simple quantitative calculation. The data were taken from students’ mid term examination. The mid term examination included multiple choice, cloze procedure and composition or writing test. In writing test, the students were asked to write a one-paragrah composition. There were 6 (six) classes participaed in the test. One class was randomly taken as a sample A Target Modification Taxonomy by James (1998) is used to analyze and describe the errors. It analyzes what types of errors made most by the subject of this study. It was found that the most commonly made interlanguage errors by the freshmen are omission.Key words: Error analysis; Interlanguage; Target Modification Taxonomy; ANALISA KESALAHAN INTERLANGUAGE: EVALUASI FORMATIF UNTUK MAHASISWA TAHUN PERTAMAAbstrakArtikel ini bertujuan untuk menemukan kesalahan interlanguage yang dibuat oleh mahasiswa baru atau tahun pertama Jurusan Bahasa Inggris Universitas Negeri Padang. Penelitian ini perlu dilakukan karena hasil darai penelitian ini bisa dijadikan sebagai evaluasi formatif dari dosen untuk mahasiswa tahun pertama. Penelitian ini adalah penelitian deskriptif kualitatif, didukung oleh perhitungan kuantitatif sederhana. Data berasal dari nilai ujian tengah semester mahasiswa. Jenis tes yang digunakan adalah pilihan ganda, melengkapi kalimat rumpang dan ujian menulis. Dalam ujian menulis, mahasiswa diminta untuk menulis satu buah paragraf. Ada 6 (enam) kelas yang terlibat dalam penelitian ini. Satu kelas diambil sebagai kelas sampel. Target Modification Taxonomy oleh James (1998) digunakan dalam menganalisa dan mendiskripsikan jenis kesalahan yang dibuat oleh mahasiswa. Penelitian ini menemukan bahwa jenis kesalahan yang paling banyak dibuat oleh mahasiswa adalah omission.Kata Kunci: Error analysis; Interlanguage; Target Modification Taxonomy;
3
Yao, Jiayi, Hui Chen e Yuan Liu. "Research on Constructing “Parallel Contrast Corpus of Grammatical Errors”". Journal of Language Teaching and Research 11, n.º 5 (1 de setembro de 2020): 756. http://dx.doi.org/10.17507/jltr.1105.10.
Texto completo da fonteResumo:
Error analysis and interlanguage are two cores in second language acquisition research. Researchers have conducted studies and established corpora from various perspectives based on Big Data. However, most of the existing interlanguage corpora provide no feedback for students, which resulted in the barrier of improving self-study efficiency. Additionally, interlanguage systems are influenced by nationalities, while there is a vacancy on the construction of divisional interlanguage corpora. Based on previous studies and error analysis of BNU-Cardiff Chinese College students, this study proposes an idea and model of “Parallel Contrast Corpus of Grammatical Errors” for native English speakers in Chinese learning.
4
Nuraini, Lilik. "COMPARATIVE ANALYSIS OF INTERLANGUAGE ERRORS MADE BY JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL". Pedagogy : Journal of English Language Teaching 5, n.º 2 (2 de janeiro de 2018): 120. http://dx.doi.org/10.32332/pedagogy.v5i2.939.
Texto completo da fonteResumo:
This study deals with the comparative analysis of interlanguage errors made by Junior High School and Senior High School. The objective of this research is to identify the types of interlanguage errors made by the Junior High School and Senior High School. The similarities and the differences of interlanguage error made by Junior High School and Senior High School, and the extend do the native language and the target language influence the student interlanguage system. The data are students’ errors in writing. The erroneous sentences are taken from 40 pieces of the junior high school students’ writing, and 40 pieces of the senior high school students’ writing. The data analyzed qualitatively, especially in using Error analysis Framework. The results indicate that the interlanguage errors made by Junior High School and Senior High School have the similarities and differences. The similarities of interlanguage errors that found by researcher are: wrong spelling of word, the use of Indonesian word, and omission of bond morpheme‘s/es’ as the plural marker. The researcher found ‘the wrong spelling of word, the use of Indonesian word, and omission of bond morpheme ‘s/es as the plural marker” in Junior High School, in Senior High School composition. The differences of interlanguage error made by Junior High School and Senior High School as follow: the use of V-ing for past event in Junior High school, it is not found in Senior high school composition. The errors that found in Senior High School, such as: False friend, Additional apostrophe (’s) is not appropriate, Additional‘s’ as Singular Marker, Omission of preposition, The use of singular noun for plural noun, The use of subjective pronouns for objective pronouns, and Omission of Article (a,an,the) , these errors are not found in Junior High School composition. There are two influences in students’ English namely influenced by first language and influenced by target language; the most dominant influence in students’ interlanguage in Junior high school and Senior high school is influenced by the target language. It can be seen from the percentages of it, 85, 71% in Junior High School and 85, 71% in Senior High School composition.
5
Harahap, Winda Siska Perwana. "Interlanguage of Error Analysis on Students Writing in Covid-19 Pandemic Era". Proceeding of International Conference on Language Pedagogy (ICOLP) 1, n.º 1 (23 de dezembro de 2021): 240–46. http://dx.doi.org/10.24036/icolp.v1i1.46.
Texto completo da fonteResumo:
This study aims to investigate the interlanguage of error analysis production on students writing. In writing process, there are general problem that occur such error from the interlanguage. This problem certainly getting worse during this Covid -19 pandemic era where the students only have limited direct or face to face English learning for one hour per week. Interlanguage is language used by second or foreign language when prosess of learning the target language. Data collected through documentation technique. The sample was taken using purposive sampling technique. There were five students as the sample. The framework of interlanguage and error analysis was applied in the process of data analysis. The results of this study indicate that the interlanguage of the students is influenced by 78% of language transfer, 10.5%of transfer of training and 10.5%of overgeneralization.
6
Maheswari, Putu Ayu Masita, Ni Luh Putu Sri Adnyani e Ni Komang Arie Suwastini. "Interlanguage Analysis on Indonesian EFL Learners’ Compositions". Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 14, n.º 2 (12 de dezembro de 2020): 121. http://dx.doi.org/10.24036/ld.v14i2.108643.
Texto completo da fonteResumo:
This study aims at investigating the interlanguage production by Indonesian EFL students in their English compositions. Interlanguage describes the language produced by second or foreign language learners when learning the target language. Forty college students majoring in English for tourism industry were the subjects in this study. In collecting the data, the students were asked to write a recount text with a topic "an experience of visiting a hotel” through a guided writing exercise. The framework of error analysis and interlanguage analysis were used in analyzing the data. The result shows that the students’ interlanguage production is influenced by both Indonesian language as their native language (NL) and English as the target language (TL). The influences were found in both lexical and grammatical forms. This study implies that in learning a foreign language, errors are made by students and by knowing the errors, teachers and tutors can apply appropriate strategies and materials to enhance learning.
7
Puspita, Dian. "Error Analysis on Learners’ Interlanguage and Intralanguage: A Case Study of Two Adolescent Students". TEKNOSASTIK 17, n.º 2 (18 de outubro de 2019): 12. http://dx.doi.org/10.33365/ts.v17i2.321.
Texto completo da fonteResumo:
This research focuses on exploring learners’ language, especially the errors that are performed by the English learners. The subjects of this study are two adolescent students who have been learning English since early age. The data analyzed is collected by doing the interview session. Identification and classification are done toward the errors performed by the subjects. After that, the pattern is drawn to find out the subjects’ nature of language. The result shows that both interlanguage and intralanguage affect the students’ English. However, interlanguage affects the errors more than does intralanguage. It proves that the nature of L1 affects the L2 acquisition. The errors occurred in terms of subject-verb agreement, tenses, and relative clause. At the end, the appropriate feedback given to speaking performance is implicit correction such as recast and prompts.Keywords: Error analysis, feedback, intralanguage, interlanguage
8
Fauziati, Endang Fauziati. "NATIVE AND TARGET LANGUAGE INFLUENCE ON THE STUDENTS’ INTERLANGUAGE PRODUCTION: A CASE OF INDONESIAN EFL COMPOSITIONS". Indonesian Journal of Applied Linguistics 7, n.º 1 (31 de maio de 2017): 54. http://dx.doi.org/10.17509/ijal.v7i1.6858.
Texto completo da fonteResumo:
English compositions written by Indonesian EFL students contain erroneous sentences which portray learner language. The errors are neither of their native language nor the target language, but containing linguistic system from both. This is called an interlanguage. This study focuses on one of interlanguage features, that is, permeability, meaning the susceptibility of interlanguages to infiltration by first language and target language rules or forms. It aims to provide empirical evidence of the permeability of the students’ interlanguage production by describing the types and degree of the native and target language influence and explaining the possible causes of the influences. The data were 264 ill-formed sentences elicited from their English free compositions. Error analysis and interlanguage analysis were used as framework for collecting, identifying, describing, and explaining the data. The results indicate that their interlanguage production was influenced by their native language and the target language at both lexical and syntactical level. The dominant native language influence was on vocabulary (i.e. Indonesian borrowings) and the target language influence was on grammar (i.e. verb tenses). The native language influence had a little lower frequency compared with that of the target language. The main source of the influence was their possession of two language systems in their mind was activated regardless of their intention to use one language only. The native language influence was due to the good mastery of the native language and the limited knowledge of the target language. The target language influence was due to the learning strategy used.
9
Li, Guodaina, e Francisco Jiménez Calderón. "Error analysis in the interlanguage of Sino-speaking learners". Advances in Education, Humanities and Social Science Research 12, n.º 1 (26 de setembro de 2024): 47. https://doi.org/10.56028/aehssr.12.1.47.2024.
Texto completo da fonteResumo:
In the learning of Spanish as a foreign language, it is common to see Chinese students making errors that are mostly influenced by their mother tongue (Chinese) or by the language they have mastered, and even the errors made by the learners change at different stages of the learning process. This is because learners produce an independent language system -interlanguage - in the process of foreign language learning. The purpose of this paper is to analyse the common errors in interlanguage made by Chinese students when learning Spanish, based on the concept and characteristics of intermediary language and the use of the Spanish verb ir.
10
Saeed Al-Sobhi, Bandar Mohammad. "The Nitty-gritty of Language Learners’ Errors – Contrastive Analysis, Error Analysis and Interlanguage". International Journal of Education and Literacy Studies 7, n.º 3 (31 de julho de 2019): 49. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.49.
Texto completo da fonteResumo:
The major aim of the current paper is to review and discuss three prevailing approaches to the study of Second Language Acquisition (SLA) since the middle of the twentieth century: Contrastive Analysis (CA, henceforth), Error Analysis (EA) and Interlanguage (IL). It begins with a general overview of how the CA approach was formulated and developed and discusses the three versions of CA which were displaced later by other approaches, such as EA and IL. The paper also provides an in-depth theoretical discussion of the notion of EA in terms of its definitions, goals, significance, development, causes and procedures. The discussion about the SLA approaches concludes with a review of IL which claims that language learners produce a separate linguistic system with its own salient features, which differs from their L1 and target language. Additionally, a bulk of previous studies conducted on EA in different contexts are reviewed throughout the paper.
11
Ding, Shuang. "The Error Analysis of De Structures: A Corpus-based Research". Communications in Humanities Research 9, n.º 1 (31 de outubro de 2023): 180–88. http://dx.doi.org/10.54254/2753-7064/9/20231181.
Texto completo da fonteResumo:
This article analyzes the errors in de structures produced by learners studying Chinese as a second language based on the Global Chinese Interlanguage Corpus. The research is hoped to open up a new vision for error analysis of de structures with methods of corpus linguistics and provide some empirical evidence that can be used to adjust the teaching of Chinese grammar to make it more problem-oriented. The article begins with a brief review of relevant studies and an explicit definition of the de structure. Data used in the article all come from the Global Chinese Interlanguage Corpus, which has been sifted carefully to make them better adapted to the research objective. Errors in de structures are categorized into five different types based on the ways surface structures are altered. The characteristics of each error type are given by the description and correction of example sentences. Two mechanisms are given as the possible explanation for the roots of errors in de structures: L1 transfer and overgeneralization. The contrastive analysis between Korean, English and Chinese explains the occurrence of serval types of errors, and some erroneous sentences created by CSL learners also confirm the existence of overgeneralization.
12
Hermawar, Erma, Rahmat Husein e Audi Yundayani. "ADJECTIVE PHRASE CONSTRUCTION INDICATED IN STUDENTS DESCRIPTIVE TEXT: A CROSS SECTIONAL STUDY ON STUDENTS OF SMA NEGERI 1 MATAULI PANDAN TAPANULI TENGAH". Premise: Journal of English Education 10, n.º 2 (30 de outubro de 2021): 284. http://dx.doi.org/10.24127/pj.v10i2.4129.
Texto completo da fonteResumo:
This study investigates the types of interlanguage of adjective phrase construction that students made when writing English descriptive text. The errors function as a system and can be used to determine interlanguage. The researcher employed a cross-sectional design and used descriptive qualitative methods. The descriptive texts of the students were collected as primary data at the same time but different levels of proficiency. Thirty tenth-grade students from Matauli Senior High School in Central Tapanuli, North Sumatera, participated in the study. Error Analysis (EA) and Interlanguage theories were central to the data analysis (IL). The findings revealed that students' English production is still interlanguage because their writings contain a wide range of errors regarding adjective phrases. There are 113 errors in total. There are up to 70 items of omission errors (62%), 19 items of misformation errors (17%), 15 items of misordering errors (13%), and 9 items of addition errors (8%). Furthermore, four processes were identified as contributing to students' interlanguage in this study, with the student's native language having the greatest influence on their English production (Language transfer (71%), second language learning strategies (14%), false concepts hypothesized (9.7%), and overgeneralization (5.3%)). The findings also revealed that both interlingual and intralingual sources have caused errors in second language learning. It can be concluded that students' competence at each level is insufficient. Due to their system, they are on the interlanguage continuum, which has a structurally intermediate status between the native and target languages.
13
Kadek Adyatna Wedananta. "ANALYSIS OF INTERLINGUAL ERRORS IN ENGLISH IN ELEMENTARY SCHOOL STUDENTS". Widya Accarya 11, n.º 2 (31 de outubro de 2020): 231–38. http://dx.doi.org/10.46650/wa.11.2.990.231-239.
Texto completo da fonteResumo:
ABSTRAK: This study analyzes such interlanguage errors in five private English students with low school grades. That is why some of these students' interlingual errors are easy to spot. The use of English must take place during a private course in English. This can happen from teacher to student or from student to teacher, or it can occur when certain written activities are completed by students. This study found evidence that English was still used at the Interlanguage (IL) level because although they used English, some students still had interlingual errors, such as the use of To Be, prepositions and adjectives / nouns, etc. This study also finds a technique by which teachers solve the interlingual error problem by using Drill method, which allows them to repeat the use of To Be, adjectives, etc.
Keywords: Second Language Acquisition, Interlingual Errors, Drill Method
14
Syed, ALi Furqan, Amera Mushtaq e Fiza Mushtaq. "Syntactic Errors: An Analysis of Instagram Posts of Pakistani Female Celebrities". Journal of Education and Social Studies 4, n.º 1 (30 de abril de 2023): 192–202. http://dx.doi.org/10.52223/jess.20234119.
Texto completo da fonteResumo:
Error analysis is a very different process for humans who are not only sapiens and Loquens but also homo errands. The study analyses the errors in the post of female celebrities on Instagram. This study aimed to identify syntactical errors and identify the causes of these syntactical errors committed by Pakistani female celebrities in their Instagram posts. The methods and model used in this research are mixed methods and Coder’s model (1970). The mixed method includes both qualitative and quantitative methods. Data was collected in the form of Instagram posts. The technique of sampling used in this research is purposive random sampling. Ten posts were selected through purposive random sampling. The results of this study reveal the most common syntactic errors made by Pakistani celebrities. This research depicted that the most regularly detected errors are punctuation errors. Although both interlanguage and intralanguage influences were found to be causing syntactical errors, intralanguage errors were more prevalent compared to interlanguage errors in their writing. The detection of errors in Pakistanis female celebrities' Instagram posts will facilitate them to improve their basic writing skills. This study will be a fruitful gateway for opening the doors for future researchers who want to contribute to the Error analysis’s field.
15
Li, Jing. "An Empirical Study on Interlanguage of Computer Science and Engineering Major Students in English Writing". Applied Mechanics and Materials 71-78 (julho de 2011): 4337–40. http://dx.doi.org/10.4028/www.scientific.net/amm.71-78.4337.
Texto completo da fonteResumo:
Interlanguage is an important issue in the field of second language acquisition for the past forty years. This study classifies the errors into three levels-lexicon, syntax and discourse, and then analyses the error examples to reflect the cause of interlanguage. The result may make some suggestions to the English teachers in English teaching.
16
Chu, Guanfeng. "Prepositions “about” and “for” Error Analysis and Teaching Strategy". Journal of Education and Educational Research 5, n.º 2 (26 de setembro de 2023): 11–14. http://dx.doi.org/10.54097/jeer.v5i2.12080.
Texto completo da fonteResumo:
Based on the combination of descriptive bias corpus and inductive bias types, and supported by contrastive analysis theory, interlanguage theory and bias analysis theory, this paper uses contrastive analysis, literature analysis and statistics to investigate the bias of international students in the use of prepositions “for” and “about”.
17
Izdebska-Długosz, Dominika. "Analiza statystyczna polsko-ukraińskiego interjęzyka – najtrudniejsze miejsca polskiej fleksji dla osób ukraińskojęzycznych". Przegląd Wschodnioeuropejski 14, n.º 2 (24 de dezembro de 2023): 383–96. http://dx.doi.org/10.31648/pw.9723.
Texto completo da fonteResumo:
This paper presents part of a statistical analysis (SPSS) of the Polish-Ukrainian interlanguage which is currently being conducted. The presented part of the research pertains to the most difficult forms from the morphological level of the Polish language for speakers of Ukrainian who learn Polish as a foreign language, regardless of their declared level of language proficiency (A1+ ‒ B2+). The analyses presented in the article are of a qualitative nature. The questionnaire for the research into the interlanguage contained both correct and wrong forms (i.e. interferential forms extracted from the previous author’s corpus-based error analyses) – the respondent had to decide which form was correct. Therefore, the study concerns language intuition. The results of the research are convergent with the analyses of actual errors made by Ukrainians in their written assignments, which constitutes a motivation for further statistical analyses of the interlanguage with the use of the same research tool.
18
Fitri, Arni, e Nyayu Yayu Suryani. "Grammatical Errors in Using Tenses Made by ESP Students". Anaphora: Journal of Language, Literary, and Cultural Studies 5, n.º 1 (25 de junho de 2022): 13–35. http://dx.doi.org/10.30996/anaphora.v5i1.6262.
Texto completo da fonteResumo:
Sometimes the students of ESP or Non-English majoring error in using tenses. The low level of students' understanding of tense is one of the factors that greatly influences errors in making sentences. The objective of this research was to describe the students’ errors and its causes in using tenses. In this research, the writers used a qualitative method in a form of descriptive analysis (percentage) that included observation, collecting the students’ test, analyzing, and interpreting the data. For collecting the data, the researcher used test as the instrument. This research was conducted to 35 ESP students of Pharmaceutical Study Program of Institute of Health Science of Siti Khadijah Palembang. The result of the research showed that the percentage of the error made by 35 students as the samples in using tenses was 75%, consisted of the error of selection was 30%, the error of omission was 24% and error of ordering 21%. It means that the students of Pharmaceutical Study Program of Institute of Health Science of Siti Khadijah Palembang made error in using tense, because more than 70% of the students made error. The probable sources of the students’ error were interlanguage error and context in learning error, where 52% errors were caused by interlanguage.
19
HaiyoungLee. "A Research on Learner Language: Error Analysis and Interlanguage Studies". Bilingual Research ll, n.º 47 (outubro de 2011): 307–30. http://dx.doi.org/10.17296/korbil.2011..47.307.
Texto completo da fonte
20
Austin, Heather M. "Analyzing Learner Language to Better Understand Errors: A Case Study with Turkish Learners of English". International Journal of English Language Teaching 5, n.º 1 (5 de dezembro de 2017): 9. http://dx.doi.org/10.5430/ijelt.v5n1p9.
Texto completo da fonteResumo:
Analyzing the errors of students’ learner language (interlanguage) can help language instructors to not only betterunderstand why the errors may be occurring, but also provide them with insight on how to better guide learners intheir L2 learning. In this paper, the learner language of two Turkish students of English was analyzed regarding thethird person singular –s inflection and interaction strategies. The author met with each student three times and speechdata was collected during these meetings. An error and interlanguage analysis was then conducted. Reflecting onthese types of analyses can be a very enlightening process in a teacher’s continuing education. Various implicationsarise, such as more objectivity in approaching student errors, creating better learning opportunities in the classroom,as well as having a better indication of where students are at in their own second language acquisition process.
21
Hamzah, Hamzah. "AN ANALYSIS OF THE WRITTEN GRAMMATICAL ERRORS PRODUCED BY FRESHMENT STUDENTS IN ENGLISH WRITING". Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, n.º 1 (2 de dezembro de 2012): 17. http://dx.doi.org/10.24036/ld.v6i1.3127.
Texto completo da fonteResumo:
Abstract This study is aimed at providing explanation on the taxonomy of the grammatical errors made by the university students in written production of English. The data were obtained from twenty English texts written by students as a part of their task in writing class. The findings of the study reveal that the errors can be grouped into fifteen categories ranging from severe errors to mild errors. The categories for severe errors are word choice, verb group, article, preposition, plurality and spelling. The other categories are subject-verb agreement, pronoun agreementa nd dropping, relative clause, possessive, copula omission and mechanic. Based on these findings, the teacher of English are suggested to raise students’ awareness on these errors and provide sufficient remedies to prevent students from internalising such errors. Key words: error correction, error analysis, grammatical error, interlanguage
22
Abdelmohsen, Moustafa Mohamed. "Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study". British Journal of English Language Linguistics 10, n.º 4 (15 de abril de 2022): 1–17. http://dx.doi.org/10.37745/bjel.2013/vol10n4117.
Texto completo da fonteResumo:
The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transfer of learning theory (Thorndike & Woodworth, 1901) and interlanguage theory (Selinker, 1972). The conceptual framework was arrived at by employing two models, contrastive analysis (CA) and error analysis (EA). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire, semi-structured interview, and a writing test (essay writing). The findings revealed that students’ intralingual (L2 rules) errors were larger than their interlingual (L1 interference) errors. It was also found that students had a positive attitude towards L2 learning. Further, the teachers’ interviews confirmed that teachers were cognizant of students’ writing errors but they could not identify and determine the sources of those errors.
23
Rahmawati Suryana, Rika. "AN ANALYSIS OF STUDENT’S ERROR IN WRITING DESCRIPTIVE TEXT". ENGLISH JOURNAL 13, n.º 1 (12 de março de 2019): 19. http://dx.doi.org/10.32832/english.v13i1.3777.
Texto completo da fonteResumo:
<p>The paper aims to find out the most typical errors and sources of error on students’ descriptive writing of the tenth grade of SMAN 3 Rangkasbitung. This study was conducted in the SMAN 3 Rangkasbitung, the 1st semester of the school year 2014-2015. The population of the research was 30 students from one class of the tenth grade of SMAN 3 Rangkasbitung and the sample was taken 30 students. The writer uses a descriptive qualitative approach and error analysis based on the aspect. As the result, the researcher found that the students made 78 errors in their descriptive writings. The errors occurred in all types of errors investigated from Azar’s give the types of errors in grammatical aspects to classified based on linguistic category taxonomies aspect. There are verb tense, omit a word, spelling, add a word, capitalization, word choice, word order, singular – plural, word form, article. The sources of error was also mostly due to interlanguage transfer. Therefore, the teachers should be more focus on teaching of verb tense then must give remedial teaching after identifying students’ error in writing also the teachers can teach students to more practices on writing.</p>
24
何, 柔静. "Error Analysis of Compound Directional Complement “Xialai” Based on Interlanguage Corpus". Modern Linguistics 12, n.º 12 (2024): 498–504. https://doi.org/10.12677/ml.2024.12121177.
Texto completo da fonte
25
蔡, 舟. "Error Analysis of Polysemous Word “Hai You” Based on Interlanguage Corpus". Modern Linguistics 12, n.º 11 (2024): 709–15. http://dx.doi.org/10.12677/ml.2024.12111068.
Texto completo da fonte
26
Kim, Boyeong. "A Study on Error Analysis by Re-entry Overseas Korean Learners". Korean Association of General Education 17, n.º 3 (30 de junho de 2023): 155–69. http://dx.doi.org/10.46392/kjge.2023.17.3.155.
Texto completo da fonteResumo:
This study aims to identify the interlanguage used by overseas Koreans who re-entered Korea for the purpose of studying Korean and entering domestic college through the methodology of error analysis. In particular, this study intends to systematically analyze the Korean language errors of overseas Koreans according to proficiency variables (beginner, intermediate, and advanced) and discourse medium variables (written and spoken language). To this end, this study made a well-balanced corpus of overseas Korean learners with 13,238 words. The results of this study are as follows: First, as a result of the distribution of relative error frequency, the frequency of errors increases as the proficiency increases, and the frequency of errors in written discourse are about five times higher than in spoken discours. Second, as a result of analyzing the frequency of errors by error location, the errors of general nouns shows the highest frequency even in advanced levels without decreasing. Also, the subjective marker was not a top 5 error in the written discourse, although it was a top 2 error in the spoken discourse. Third, as a result of analyzing the frequency of errors by error type, replacement errors were the most common, which was followed by misform, Addition, and Omission errors. At the intermediate level, the replacement error decreased, while the misform error increased. While the misform errors are rather reduced in spoken discourse, addition and omission errors appear more frequently than in written discourse.
27
Zhao, Zhanxiang. "Error Analysis and Implications of Chinese Students' English Writing Based on Computer Scoring System". Advances in Education, Humanities and Social Science Research 11, n.º 1 (16 de julho de 2024): 58. http://dx.doi.org/10.56028/aehssr.11.1.58.2024.
Texto completo da fonteResumo:
This study aims to detect and analyze the errors made by Chinese vocational college students with the help of a computer scoring system. Under the theoretical framework of interlanguage theory and error analysis theory, errors are classified into three categories and five sub-categories, namely: 1. substance errors: orthography; 2. text errors: morphology and syntax; 3. discourse errors: coherence and pragmatics. 90 compositions with a total number of 11,761 words were screened and detected by computational and manual means. A total of 1652 errors were found and given detailed analysis and explanation. The study concludes that the most common errors occurred in orthography, such as spelling, capitalization, and punctuation, and syntax, such as sentence fragment/ sentence redundancy. Analyzing the causes of the errors provides implications for English teachers and researchers of the computer scoring system.
28
Sari Adelina, Yunita, Neneng Sri Lestari e Edi Suprayetno. "Analysis Students Addition Error in Writing Thesis Abstract Of English Education Department STKIP AL Maksum Langkat". JURNAL MUTIARA PENDIDIKAN INDONESIA 7, n.º 2 (17 de dezembro de 2022): 167–72. http://dx.doi.org/10.51544/mutiarapendidik.v7i2.3476.
Texto completo da fonteResumo:
The focus of this research was to describe the addition errors detected in the writing of the thesis abstract, to figure out why they happened, and to figure out how they happened at the Department of English Education for Students at STKIP Al Maksum Langkat. This research revolves around the abstract of an undergraduate thesis from the English department. In this study, the descriptive qualitative method was applied. This study's data comes from ten abstract manuscripts of undergraduate thesis dissertations published in 2022. The steps in error analysis are collection, identification, description, explanation, and error evaluation. As illustrated by these statistics, the errors made by undergraduate students are additional words that can occur as a result of interlanguage interference, intralingual interference, insufficient command of English syntax and vocabulary.
29
Wieczorek, Joseph A. "Error Evaluation, Interlanguage Analysis, and the Preterit in the Spanish L2 Classroom". Canadian Modern Language Review 47, n.º 3 (abril de 1991): 497–511. http://dx.doi.org/10.3138/cmlr.47.3.497.
Texto completo da fonte
30
Nadya, Misla, e Kismullah Abdul Muthalib. "Error analysis of the students’ English written descriptive text". English Education Journal 12, n.º 2 (30 de abril de 2021): 196–217. http://dx.doi.org/10.24815/eej.v12i2.19552.
Texto completo da fonteResumo:
Making errors is a natural process of learning. Writing as a productive skill is important for students to express their ideas. However, students conducted errors in the productive skills. Therefore, this study is intended to find out types of errors made by students in written English. This study employed the qualitative method where the Error Analysis was implemented. The subject of this study is students in first grade of SMAN 1 Abdya and the object of this study were the errors found in written English. The population of this research was all of students in first grade which consists of 208 students from all study programs where 25 % of the populations were taken as the sample. To collect the data, written tests were conducted. The written test shows the percentage of writing errors, including omission errors, which is 58.38%, misformation errors with a total of 16.48%, misordering error 13.89%, and addition of 11.26%. The errors were found when students omitted 'to be' as main verb. Second, students tend to add 'to' after modal auxiliaries such as 'can' or 'will'. Third, misformation errors happened when students could not form the verb correctly. Last, the misordering errors were produced when students put words randomly. Consequently, it was discovered that the errors made by students were impacted by their native language, and this is the interlanguage move.
31
Fitriani, Somariah. "The Student Nurses' Written Works of Health Science Institute: Error Analysis in Syntactical and Morphological Category". Jurnal Penelitian Humaniora 19, n.º 1 (1 de fevereiro de 2018): 20–35. http://dx.doi.org/10.23917/humaniora.v19i1.5356.
Texto completo da fonteResumo:
The research aims to examine and analyze student nurses’ written works in term of syntax and morphology category. Twenty-six students of the third semester took an English presentation course, which focused on medical cases. The results have revealed that 186 error identifications were found consisting of 132 syntactical errors and 54 morphological errors. The students make errors in the types of article, preposition, parallel structure, the use of be, passive voice, word order, tenses, infinitive to, modal auxiliary and subject determiner in syntactical category. While in morphological error, they make errors in the plural form, subject verb agreement, comparative adjective and word form. Word order is as the most common language error in syntax category with 36 total errors or 19.35% out of 186. The second one is preposition with 26 total errors or 13.97%. While in morphology category, subject verb agreement is the most common one with 29 total errors or 15.59%. The second common one is word form with 13 total errors or 6.98%. It can be concluded that there are 132 (70.96%) of error identification in syntactical category and 54 error identifications or 29.04% in morphological category. In addition to its error identification in syntactical and morphological features, the research has found that the causes of students’ errors are due to intralanguage and interlanguage errors as it has some slightly differences between Bahasa Indonesia and English in term of grammatical structure.
32
Maryana, Lestari Kelik. "PERMEABILITY OF INTERLANGUAGE SYSTEM: A CASE STUDY OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE AT SMP MUHAMMADIYAH 5 SURAKARTA". Jurnal Penelitian Humaniora 17, n.º 1 (14 de agosto de 2016): 41. http://dx.doi.org/10.23917/humaniora.v17i1.2350.
Texto completo da fonteResumo:
The research deals with permeability of students’ interlanguage system that reflects in students’ composition of SMP Muhammadiyah 5 Surakarta. The aims of the research are (1) to describe what the types of permeability, (2) to describe the sourceof the influence in students’ IL system, and (3) to describe the influence frequency of students’ IL system. The type of this research is qualitative research. The data of this research are erroneous sentences found in the students’ compositions. The method of collecting data is elicitation and document analysis. The writer uses descriptive analysis by Celce Marcia and a modified framework of Error Analysis by Shridar a technique for analyzing data. The results indicate that (1) the permeability is found atthe level of morphology and syntax, (2) the source of the influence is students’ mother tongue (Indonesian) and target language (English), (3) the influence frequency of the mother tongue to students’ interlanguage system is 48% and of the target languageto the students’ interlanguage system is 52%. The conclusion is that the learners’ interlanguage is open to to influence from the outside and influence from the inside language system. It progressively approaches the target language as a result oflearners’ attempt on constructing a new linguistic system.
33
Matwangsaeng, Rangsawoot, Pennapa Matwangsaeng, Apisak Sukying e Changyong Min. "Analyzing Grammatical Errors to Improve English Writing Among Thai High School Students’ Interlanguage and Vocabulary Use". Theory and Practice in Language Studies 15, n.º 1 (8 de janeiro de 2025): 82–92. https://doi.org/10.17507/tpls.1501.10.
Texto completo da fonteResumo:
This study examines the grammatical errors and vocabulary types in the writings of Thai high school EFL students. Employing Dulay et al.’s (1982) surface strategy taxonomy, errors were categorized into omission, misformation, addition, and misordering to identify predominant error patterns. Additionally, the study assessed the vocabulary range via the General Service List and the Academic Word List. Findings indicated a significant reliance on high-frequency words and less frequent use of AWL vocabulary, stressing gaps in readiness for academic study. The study highlights the diagnostic value of error analysis in revealing insights into learners’ interlanguage development, reflecting their evolving understanding and hypothesis testing about the target language influenced by their first language. Grammatical errors, such as incorrect use of singular and plural forms, articles, and tense inconsistencies, were common, suggesting learners face structural and syntactic challenges. Omission errors emerged as the most prevalent, followed by misformation, addition, and misordering, indicating areas needing focused grammatical instruction. Vocabulary analysis revealed an 82.30% overlap of the first 1,000 GSL words in students’ texts, contrasting with the minimal use of AWL words, essential for academic success. The findings advocate for enhanced instructional strategies integrating GSL and AWL vocabularies and emphasizing systematic grammatical error correction to improve language proficiency and academic readiness. Future research should include more diverse learner populations and a broader range of error types to provide insights into language acquisition challenges and solutions. This study contributes to refining teaching methodologies and curriculum development to better prepare students for future academic challenges.
34
R. Sapiña, Joan. "ELEMENTS WITHOUT PRIOR INSTRUCTION (EWPI), A NEW CATEGORY FOR ANALYSING SECOND LANGUAGE ACQUISITION: A PANORAMIC REVIEW OF ERROR ANALYSIS". Филолог – часопис за језик књижевност и културу 15, n.º 29 (30 de junho de 2024): 227–48. http://dx.doi.org/10.21618/fil2429227s.
Texto completo da fonteResumo:
This article presents a panoramic review of Error Analysis and Interlanguage studies, with the aim of reflecting on the need to include a new taxonomic category in said research. If formal second language teaching is an important factor in learning, there is no doubt that research on students' interlanguage should reflect this importance. This can be formulated through an operational category in formal learning contexts that allows the student's data to be classified, depending on whether the element of analysis has been previously instructed or not. This category gives great importance to the entire production and opens new paths in the dialogue with the influence of non-formal learning and with the positive impact of related languages, regardless of whether it is the mother tongue. It also highlights the importance of observing, quantifying and describing linguistic phenomena that are not necessarily produced in large absolute numbers, but that might still be relevant to explain the evolution of second language acquisition.
35
徐, 柳. "An Interlanguage-Corpus Based Error Analysis of Non-Native Students’ Learning Chinese Miratives". Modern Linguistics 11, n.º 08 (2023): 3338–44. http://dx.doi.org/10.12677/ml.2023.118453.
Texto completo da fonte
36
Dewaele, Jean-Marc. "Gender Errors in French Interlanguage". Arborescences, n.º 5 (13 de agosto de 2015): 7–27. http://dx.doi.org/10.7202/1032661ar.
Texto completo da fonteResumo:
Many studies on gender assignment in French have focused on the effect of the final morpheme of the noun on the identification of the gender of the noun and the subsequent agreement with any determiners. The present study considers the effect of a noun’s initial vowel on gender accuracy in conversations with 36 Dutch-speaking French foreign language learners. The analysis of 1540 indefinite article + noun sequences revealed that gender accuracy was significantly lower when the noun started with a vowel. This effect was significant for French L3 learners but weaker among more advanced French L2 learners. It thus seems that an initial vowel, and the resulting gender syncretism, delays the correct identification of a noun’s gender among French L2 learners.
37
Li, Yanru. "Corpus-Based Error Analysis of Chinese Learners’ Use of High-Frequency Verb Take". English Language Teaching 15, n.º 2 (26 de janeiro de 2022): 21. http://dx.doi.org/10.5539/elt.v15n2p21.
Texto completo da fonteResumo:
This study investigated the erroneous use of the high-frequency verb TAKE by the Chinese college learners of English as a foreign language (EFL), aiming to identify the similarities and differences between Chinese EFL learners, aimed at finding out more effective ways for the teaching and researching of the high-frequency verbs. Corpus-based Contrastive Interlanguage Analysis and Error Analysis were carried out in the present study, with the subcorpora ST4 and ST6 of CLEC (Chinese Learner English Corpus) as the learner corpora.
The analyses involved the misuse of the verb TAKE by the Chinese EFL learners. The error analysis of TAKE was based on the classification in the corpus CLEC. From the perspective of the overall frequency, the ST6 learners commit fewer errors than the ST4 learners. From the perspective of error types, the ST6 learners and the ST4 learners have much in common. That is, the error types of “wd” and “cc” take up an overwhelming part of all the errors in both corpora. These errors are caused by some interlingual and intralingual factors such as language transfer, overgeneralization, and communication strategy. In comparison, in the process of EFL learning, the non-English majors are interfered by their mother tongue to a larger extend than the English majors.
38
Bosch, B. "Die Afrikaans van Engelssprekende universiteitstudente: intertaalperspektiewe". Literator 19, n.º 2 (30 de abril de 1998): 13–30. http://dx.doi.org/10.4102/lit.v19i2.519.
Texto completo da fonteResumo:
The Afrikaans of English-speaking university students: interlanguage perspectives This article examines the syntactic performance of English-speaking university students who are learning Afrikaans for academic purposes. The learners' errors are discussed within the theoretical framework of interlanguage, and special attention is given to the analysis and explanation of these errors. Finally, the advantages and practical implications of teaching Afrikaans to English-speaking university students within a contrastive interlanguage paradigm are discussed.
39
Signoret Dorcasberro, Alina. "Bilingual Acquisition: Pedagogical implications for teaching present indicative tense in French". Verbum et Lingua, n.º 6 (30 de junho de 2015): 76–93. http://dx.doi.org/10.32870/vel.vi6.55.
Texto completo da fonteResumo:
To analyze bilingual acquisition, links are made between contributions of studies on bilingualism and those of error analysis and interlanguage studies, which consider language acquisition as the development of a transitional competence. This evolution is apparent in the development of particular linguistic structures, such as present indicative morphology in written French. It can be seen that discourse of 30 Mexican university students who completed 140 hours of learning contains both inter- and intralingual features, but the proportions of these in our sample suggest that the student’s interlanguage is no longer characteristic of subtractive and compound bilingualism, both relying on the mother tongue, but rather of incipient coordinate bilingualism
40
Hassan, Dr Mohammad Kamrul, e Zawad Rami. "Exploring Nuances in Second Language Acquisition: An Error Analysis Perspective". Migration Letters 21, n.º 4 (2 de fevereiro de 2024): 294–98. http://dx.doi.org/10.59670/ml.v21i4.7319.
Texto completo da fonteResumo:
This study employs error analysis as a pivotal lens to scrutinize the intricacies of second language learning, emphasizing the unique accents manifested through learners’ mistakes. Departing from the confines of contrastive analysis, the research aims to illuminate the processes of acquiring a second language. Key facets of language acquisition, including transfer, interference, and the fossilization process, are investigated to provide insights into the development of learners’ interlanguage. The study conducts a comparative analysis of early and late language learning, emphasizing the impact of cognitive, psychological, and social factors on the learning trajectory. Motivational influences, encompassing instrumental and integrative motives, are explored in connection to their effects on learning outcomes. This research not only contributes to a deeper understanding of error patterns in second language acquisition but also advocates for methodologies that surpass the constraints of contrastive analysis, offering potential avenues for more effective language learning strategies.
41
Peramos Soler, Natividad, Eleni Leontaridi e Isaac Gómez Laguna. "Análisis de errores cometidos por grecófonos en el proceso de aprendizaje de ELE: la interlengua en el nivel C1". Revista de Filología de la Universidad de La Laguna, n.º 49 (2024): 281–304. https://doi.org/10.25145/j.refiull.2024.49.14.
Texto completo da fonteResumo:
This study presents an error analysis of Greek students at the C1 level of Spanish as a Foreign Language (SFL). The research is based on a comprehensive corpus of written essays by adult learners whose native language is Greek. In addition to identifying errors, we propose potential underlying causes for these incorrect language choices. The results of this analysis, along with a detailed classification of errors from semantic, lexical, and morphosyntactic perspectives, provide insights into the development and nature of errors at an advanced stage of language acquisition. The goal of this research is to examine the progression of errors in the interlanguage of Greek learners of SFL, with the aim of generating objective data that can enhance language teaching practices.
42
Safari, Saeed. "PRINCIPLES OF ERROR-TAGGED LEARNER CORPUS CONSTRUCTION: INSIGHTS FROM SERBIAN LEARNERS OF PERSIAN". Nasledje Kragujevac XXI, n.º 59 (2024): 65–81. https://doi.org/10.46793/naskg2459.065s.
Texto completo da fonteResumo:
Тhe error-tagged learner corpus is a significant and specialized type of learner corpora that can methodically identify learners’ errors and generate various reports and analyses to investigate the challenges and difficulties in language learning. This corpus is developed by collecting learners’ written or spoken productions and annotating the errors using an error-tag system. The reports and analyses of the corpus can be cate- gorized based on variables such as first-language background, proficiency levels, age, gender, and more. The error-tagged learner corpus can be used for theoretical and practical research analysis in linguistics, second language acquisition (SLA), and foreign language teaching (FLT). At the theoretical level, corpus reports can be used to study interlanguage and learning development. At the practical level, such analysis can help to develop need-based and specific learning materials and to select effective learning strategies and teaching methods. This paper aims to introduce and explain the process of developing an error-tagged learner corpus, structured in two sections. The first part of the paper outlines the basic principles and methodology for designing and constructing an error- tagged learner corpus. Specifically, it introduces the structural frame- work by listing design criteria and tools for constructing such a corpus. The second part presents a detailed case study of the Persian error-tagged learner corpus developed by collecting authentic written texts from Serbian Farsi learners. Based on the corpus analysis, Serbs’ most frequent errors and difficulties in learning Persian were identified, mainly related to word order, orthography, and some specific syntactic structures.
43
Cheng, Xiongyong. "Interlanguage-based Error Analysis in Higher Vocational and Technological College EFL Education in China". Journal of Language Teaching and Research 6, n.º 3 (28 de abril de 2015): 639. http://dx.doi.org/10.17507/jltr.0603.22.
Texto completo da fonte
44
Adi, Mohammad Sofyan. "Syntactical Error Made by EFL Learners’ in Writing Descriptive Text". International Journal of English Education and Linguistics (IJoEEL) 5, n.º 2 (6 de janeiro de 2024): 244–50. http://dx.doi.org/10.33650/ijoeel.v5i2.7162.
Texto completo da fonteResumo:
This study aims to identify the syntactical errors in the descriptive text writing of 10 elementary-level students at Al-Ikhlas Boarding School. This study applied a qualitative-descriptive approach. The source of data was taken from the students writing. Those descriptive texts were analyzed by classifying the errors as types of syntactical errors. From this study, the researcher found syntactical errors, namely errors in pronouns, be, plurals, and the use of the verb tense. This finding shows that EFL learners cannot completely master and apply the grammar of English in terms of syntactical function to their writing. It is influenced by factors such as interlingual and intralingual transfer. But the dominant factor in these results is interlanguage transfer. This study is supposed to be a reference for another researcher, linguist, and educator for their further study on error analysis.
45
Tyas, Novita Kusumaning. "Grammatical Errors in Students’ Translating Text by the Informatics Department Students in Stekom Semarang". NOBEL: Journal of Literature and Language Teaching 9, n.º 1 (30 de abril de 2018): 45–56. http://dx.doi.org/10.15642/nobel.2018.9.1.45-56.
Texto completo da fonteResumo:
Abstract: The errors cannot be separated from the students who learn English as their Foreign Language in writing skills. They always make error, especially in grammar term. It is because of the difference between the Indonesian and English grammatical pattern. The purposes of this study are to find out the grammatical errors based on Dulay, Burt and Krashen’s surface structure taxonomy that happen in students’ writing text in translating text from Indonesian to English especially in using simple present tense and to find the sources of errors. Mix method,qualitative and quantitative, is used as the method in this study. The data is taken from 20 students of the third-semester students in Stekom Semarang. This study found that misformation is the highest errors, 96 errors or 54,8% from the whole errors. Next, 40 errors or 22,8% for addition errors, 29 errors or 16,5% for omission errors and 10 errors or 5,71% for misordering errors from the whole errors. Intralingual factor is the most source of learner errors. There are 75% of errors that caused by intralingual factor and 25% errors are caused by interlanguage factors.
Keywords: error analysis; grammatical error; translating text; simple present tense; stekom semarang.
46
Barone, Saverio. "The importance of interlanguage in language teaching: an analysis of its development in l2 learners". Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 21, n.º 3 (26 de novembro de 2024): 81–97. http://dx.doi.org/10.17673/vsgtu-pps.2024.3.6.
Texto completo da fonteResumo:
The presented research introduces the concept of interlanguage, a key term in the study of second language (L2) acquisition, with particular reference to the teaching of Italian as an L2 to Eastern Slavic speakers, especially Russian native speakers. The concept of interlanguage represented an important theoretical innovation in applied linguistics and has had significant implications for the development of teaching methodologies in the context of language learning. Interlanguage is defined as a dynamic linguistic system that evolves during the process of acquiring a second language. This system consists of linguistic rules that do not fully belong to either the learner’s native language (L1) or the target language (L2) but instead form an «intermediate language». In other words, interlanguage is a transitional and mutable state that reflects the learner’s incomplete linguistic competence in L2. This intermediate system is characterized by its own rules, which the learner develops through processes of generalization, conscious and unconscious learning, and also through errors. One of the crucial aspects of interlanguage, as discussed in the article, is the phenomenon of «fossilization». This term refers to the process by which some erroneous linguistic structures become stable and permanent in the learner’s linguistic system, despite continued exposure to the L2 and attempts at correction. Fossilization represents one of the main challenges in the process of acquiring a second language, as it hinders progress towards complete and fluent competence in the target language. The study also highlights the variability of interlanguage, meaning the learner’s ability to use different linguistic forms in various contexts. This phenomenon reflects the complexity of the acquisition process, where L2 learning is not linear and can vary significantly depending on factors such as the communicative context, motivation, linguistic input, and the learner’s metalinguistic awareness. Another key theme addressed is the importance of feedback in the learning process. Corrective feedback, which can be explicit or implicit, plays a fundamental role in helping learners recognize and correct their errors, thereby preventing fossilization. However, the quality of the feedback and the way it is provided are crucial: well-calibrated feedback can foster more effective learning, while inadequate or excessive feedback may generate anxiety or confusion, slowing down the acquisition process. The research focuses particularly on the difficulties that Russian-speaking learners encounter when learning Italian. The phonological and grammatical differences between Russian and Italian can lead to frequent errors. For example, the use of articles in Italian, which do not exist in Russian, represents a significant challenge for Russian speakers, as does the conjugation of verbs in Italian tenses, which differ greatly from the Russian verbal system. These errors are not random but arise from the intermediate interlanguage system that learners develop. Understanding these systematic errors and their connection to the learner’s L1 allows teachers to intervene more precisely and effectively. Finally, the research discusses the importance of adopting specific teaching strategies to prevent fossilization and promote L2 learning. Among these, communicative activities that provide rich and diverse input, as well as targeted feedback, play a crucial role in correcting errors without undermining the learner’s motivation. Therefore, teachers must be able to adapt to the learner’s interlanguage system and offer appropriate support, taking into account the specific difficulties related to their L1. Only through a flexible and aware approach can errors be prevented from becoming ingrained in the learner’s linguistic system, allowing for continuous progress towards linguistic competence in L2. In summary, the research emphasizes how recognizing interlanguage and its characteristics, such as fossilization, variability, and the importance of feedback, is fundamental for effective foreign language teaching. Specifically, understanding the phonological and grammatical difficulties faced by Russian-speaking learners of Italian can guide the development of more appropriate and personalized pedagogical strategies, improving teaching effectiveness and fostering greater mastery of L2.
47
Mohammed Maree, Rasha Fatik, e Khalid Ibrahim Alahmed. "Errors Made by Iraqi EFL Learners in the Use of Articles : An Error Analysis Study". Journal of Tikrit University for Humanities 30, n.º 7, 2 (31 de julho de 2023): 71–89. http://dx.doi.org/10.25130/jtuh.30.7.2.2023.25.
Texto completo da fonteResumo:
The current study seeks to identify the article errors for both first and third year students in conversations. To achieve this the aim, interview and spot the differences tasks are used as a source for data collection. The study targeted 60 samples in the Department of English, College of Education for Humanities, University of Mosul, for the academic year 2021-2022. Participants are chosen randomly from the students. As for data analysis, errors are described according to Corder's (1973) classification viz omission, addition, misordering, and selection. The current study demonstrated that learners of English as a foreign language face some difficulties in using articles in conversations. Regarding the description of errors, first year students made 65% of the errors related to the omission category, while 31% of the errors were related to addition category. Errors related to selection category occupy only 4% of article errors. As far as third year students, it has been noticed that 60% of article errors related to omission category , it represents the highest percentage among other categories. Errors associated with addition category have the percentage of 38% , while 2% of these errors are represented by choosing inappropriate items. No errors have been noticed for two levels at the level of article ordering. Regarding sources of errors, both interlanguage and intralanguage were seen as sources of article errors.
48
Zhu, Ziqi. "CLEC-based Error Analysis of Collocations of Chinese English Learners". BCP Education & Psychology 4 (31 de maio de 2022): 135–49. http://dx.doi.org/10.54691/bcpep.v4i.784.
Texto completo da fonteResumo:
China’s voice in the international arena is gradually increasing in the present era of economic globalization. In order to further strengthen the multifaceted communication with the world, Chinese students must improve their English learning and application skills. However, due to the distinct difference between Chinese and English, and the lack of an authentic communication environment, English collocation has always been a significant difficulty for Chinese students in the process of learning English. As a result, pragmatic errors frequently occur in their usage. Aimed to address Chinese students’ difficulties in applying collocation, this article takes the Chinese Learner English Corpus (CLEC) as the research object and AntConc as the retrieval tool to collect the noun-noun collocation errors (CC1) in CLEC, then further analyses and interprets the data obtained. It’s discovered that learners’ usage errors in noun-noun collocation are mainly divided into the following three categories: grammar error, Chinese English expression, and overgeneralization. By further interpretation and analysis, it is reckoned that negative transfer of native language, interlanguage fossilization, second-language teaching methods, negligence of collocation structure, and semantic constraints are the main reasons for noun-noun collocation errors. In terms of the above situation, this article proposes corresponding countermeasures for second-language teaching methods and English learning to enrich the current research on English collocations, seeking to provide a reference for the use and teaching of noun-noun collocations.
49
Ni Luh Putu Sri Adnyani e Dewa Ayu Novi Kusumawardani. "Interlanguage Analysis on Speech Produced by EFL Learners". RETORIKA: Jurnal Ilmu Bahasa 6, n.º 2 (29 de outubro de 2020): 178–85. http://dx.doi.org/10.22225/jr.6.2.1727.178-185.
Texto completo da fonteResumo:
Indonesian EFL Learners experience erroneous speech in the process of learning the target language. Interlanguage, the errors that contain linguistic features which neither belong to the first language (L1) nor the target language becomes the focus of this study. The study aims to analyze the native and target language influence on the interlanguage produced by the students in their speech production. This study was designed in qualitative research approach. The data was collected through interviewed of 20 eighth grade students in English using a guided interview technique that contains 15 questions. The oral responses produced by the students were recorded, identified, described, and explained. The results show that in the syntactic and lexicon levels, both native and target language influenced the students’ interlanguage production. Native language influence includes 1) the use of Indonesian syntactic pattern; 2) the use of Indonesian acronym; 3) the use of Indonesian words; 4) omission of –s in plural forms; 5) omission of to be; 6) subject deletion; and 7) the use of verbs. Target language influence is observed in overgeneralization of articles, the use of to be, and the overgeneralization of ending –ed in the past tense.
50
McDowell, Leigh. "Japanese scientists’ English for research publication purposes". Journal of English for Research Publication Purposes 4, n.º 2 (19 de dezembro de 2023): 109–39. http://dx.doi.org/10.1075/jerpp.22007.mcd.
Texto completo da fonteResumo:
Abstract Error Analysis was developed by early Second Language Acquisition (SLA) researchers as a way to investigate interlanguage and better understand the second-language learning processes. While it is no longer an active branch of research in SLA, it remains a useful tool for those concerned with accuracy in language use. Given the elevated importance of accuracy in English for Research and Publication Purposes (ERPP), this may be one area where Error Analysis may continue to inform research and praxis. The high degree of language precision demanded in ERPP contexts can be a source of frustration for many engaged in scholarly publication, especially those for whom English is an additional language, such as the Japanese scientists studied in this paper. For Japanese scientists and possibly others, an empirical profile of their most frequent error patterns may help them to better deal with accuracy in research writing. With this motivation, this study applies a corpus-assisted error analysis framework to quantify sentence-level grammar errors and identify the most frequent error patterns in the research article manuscripts of Japanese scientists. A corpus of 53 research article manuscripts with 4,495 errors comprises the primary data. Additionally, two raters and a comparison of errors from scientists from six different L1 backgrounds are employed to triangulate the data and investigate the reliability and generalizability of the findings. Findings reveal that the top ten most frequent errors comprise 52.9%, or half of all errors in the corpus, and are dominated by errors with determiners and prepositions.