Готові списки джерел за темами / Error analysis and Interlanguage

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Добірка наукової літератури з теми "Error analysis and Interlanguage"

Автор: Grafiati
Опубліковано: 22 лютого 2025

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Статті в журналах з теми "Error analysis and Interlanguage"

1

Suriyanti, Maria Susi. "Students' Interlanguage Process in Writing Daily Activities." Journal of English as a Foreign Language Education (JEFLE) 2, no. 2 (March 5, 2024): 76. http://dx.doi.org/10.26418/jefle.v2i2.51635.

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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
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Tiarina, Yuli. "AN INTERLANGUAGE ERROR ANALYSIS: A FORMATIVE EVALUATION FOR FRESHMEN." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 11, no. 1 (October 30, 2017): 77. http://dx.doi.org/10.24036/ld.v11i1.7938.

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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;
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3

Yao, Jiayi, Hui Chen, and Yuan Liu. "Research on Constructing “Parallel Contrast Corpus of Grammatical Errors”." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 756. http://dx.doi.org/10.17507/jltr.1105.10.

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Анотація:
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.
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Nuraini, Lilik. "COMPARATIVE ANALYSIS OF INTERLANGUAGE ERRORS MADE BY JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL." Pedagogy : Journal of English Language Teaching 5, no. 2 (January 2, 2018): 120. http://dx.doi.org/10.32332/pedagogy.v5i2.939.

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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.
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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, no. 1 (December 23, 2021): 240–46. http://dx.doi.org/10.24036/icolp.v1i1.46.

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Анотація:
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.
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Maheswari, Putu Ayu Masita, Ni Luh Putu Sri Adnyani, and Ni Komang Arie Suwastini. "Interlanguage Analysis on Indonesian EFL Learners’ Compositions." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 14, no. 2 (December 12, 2020): 121. http://dx.doi.org/10.24036/ld.v14i2.108643.

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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.
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Puspita, Dian. "Error Analysis on Learners’ Interlanguage and Intralanguage: A Case Study of Two Adolescent Students." TEKNOSASTIK 17, no. 2 (October 18, 2019): 12. http://dx.doi.org/10.33365/ts.v17i2.321.

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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
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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, no. 1 (May 31, 2017): 54. http://dx.doi.org/10.17509/ijal.v7i1.6858.

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Анотація:
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.
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Li, Guodaina, and Francisco Jiménez Calderón. "Error analysis in the interlanguage of Sino-speaking learners." Advances in Education, Humanities and Social Science Research 12, no. 1 (September 26, 2024): 47. https://doi.org/10.56028/aehssr.12.1.47.2024.

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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.
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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, no. 3 (July 31, 2019): 49. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.49.

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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.
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Більше джерел

Дисертації з теми "Error analysis and Interlanguage"

1

Dung, Le Thanh, and n/a. "An analysis of suprasegmental errors in the interlanguage of North Vietnamese students of English." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.115954.

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Stress and intonation play important roles in the production and perception of the English language. They are always very difficult for second language learners to acquire. Yet, a review of literature reveals that these important suprasegmental features have not received due attention from second language researchers or teachers. In Vietnam in particular, there is no research to date which studies the stress and intonation errors in the performance of Vietnamese learners of English. This study uses the procedures of Error Analysis to investigate the problem. Chapter one and two give a review of relevant literature and a description of the methodology of the study. In chapter three, the students' stress and intonation errors are described and classified, and the possible sources of those errors are discussed. Finally, chapter four shows implications and makes suggestions for the improvement of teaching and learning English stress and intonation.
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2

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

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3

Chow, Po-ki. "Tense and aspect in interlanguage error analysis in the English of Cantonese-speaking secondary school students /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36856228.

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4

MacDonald, Lightbound Penelope. "An Analysis of Interlanguage Errors in Synchronous/Asynchronous Intercultural Communication Exchanges." Doctoral thesis, Universitat de València, 2004. http://hdl.handle.net/10803/9786.

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Анотація:
This study deals with the computer-aided analysis of interlanguage errors made by the participants in intercultural telematic simulations involving university students and professionals from five European countries. The simulation involves the participants in producing a large amount of written discourse, all in English, which is composed and sent via computers as either synchronous or asynchronous communication. Using the Error Tagging Method and Error Editor developed by the Centre for English Corpus Linguistics at the Université Catholique de Louvain in Belgium, the interlanguage errors, as regards the morphological and lexical aspects, were identified, classified and tagged, while the corrected versions of the deviant forms were added. The following research questions were formulated:1. Are there more errors in the synchronous or asynchronous mode of communication?2. Is there a difference in the type of error to be found in each mode of communication3. Do the different groups have more errors of some types than others?4. Do the different groups make errors that can be associated with their particular first language (L1), in other words, does the L1 influence the type of error predominant in any one group?5. Looking in greater detail at the Spanish participants' output we enquired which errors were salient in these subjects?6. Can we identify the causes of these salient errors in the Spanish L1 group?In the section referring to the theoretical background to our research work, we begin by making reference to the interrelationship of the different functions of language depending on the contextual situation of the communicative event, in our case, as observed in the telematic simulations. We then focus on the notions of communicative competence, and error, from both a historical perspective and with regard to their significance in English as a Foreign Language teaching. The role of Information and Communication Technology in language teaching pedagogy finalises the first section of the thesis.The corpus comprised 42,059 words in the synchronous mode, and 42,625 words in the asynchronous mode.A Correspondence Analysis was carried out with the aim of verifying the relative incidence of error types according to the L1 of the participants by investigating the different variables and their effect on the type and frequency of the errors, depending on the mode of communication. As regards the answers to the research questions formulated, there were indeed more errors in the synchronous mode of communication than the asynchronous, as we hypothesised, although when examining the exact types of errors, some categories were more frequent in the synchronous mode (the formal and grammatical errors, among others), while in the asynchronous, errors of style and lexis were higher. A further analysis of the data revealed that the frequency of error types varied with each different L1 group participating in the simulation, and when the Correspondence Analysis was carried out, this showed that highly relevant associations could be established as regards the relation between participants' L1 and specific error types. After examining the results, we concluded that the L1 of the learners does in fact influence the type of error made. Following this comparative analysis of interlanguage output, we focused on the errors in the corpus made by the Spanish L1 group, classifying them, and commenting on their nature and frequency. The results obtained revealed that mother tongue interference appears to be the cause of a significant number of errors in the formal and lexical categories.
La investigación que se llevó a cabo en la elaboración de esta tesis presenta el objetivo fundamental de abordar un análisis exhaustivo de los errores interlingua acaecidos en un tipo de comunicación intercultural donde el discurso es de tipo síncrono -en tiempo real- y, asíncrono -en tiempo diferido. El corpus analizado procede de la comunicación escrita entre grupos multidisciplinares que participan en una simulación telemática -a distancia- a nivel internacional. Los sujetos participantes proceden de cinco universidades europeas localizadas en Noruega, Latvia, Alemania, Francia y España. El estudio demuestra que existen ciertos tipos de errores que se repiten con mayor frecuencia, dependiendo del modo de comunicación. De igual modo, indica que hay categorias de errores que se dan con mayor frecuencia dependiendo de la lengua materna de los sujetos participantes en la simulación. Por último, se llevó a cabo un sub-análisis de los sujetos españoles, cuyo resultado demuestra que la interferencia de la lengua materna es una de las causas principales de los errores formales y léxicos de este grupo de participantes
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5

Demailly, Tulldahl Karine. "A Study and Analysis of Errors in the Written Production of Swedish Adolescent Learners of English : Comparing the Evolution of a Class at Two Different Points in Time." Thesis, Linköping University, Department of Educational Science (IUV), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-3367.

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The subject of this essay is a comparison of essays written by the same learners at two different points in time - i.e. while they were in the first and in the third grades of the Swedish secondary school. The essay includes a presentation of the raw data that have been used. The theoretical background is a general survey of some of the abundant literature relating to Second Language Acquisition and Error Analysis, and a large part of it deals with interlanguage theories. The analytical part of the work presents the results of the study, including a grammatical classification of the totality of the errors encountered as well as a presentation of the results for the whole of each class and for each individual learner. Finally, some of the theories are related to the results of the analysis and some conclusions are drawn. A part of the work consisted in the gathering of essays written by learners (exclusively with Swedish as their mother tongue) of the same class in a real school context, first to make a quantitative study of their errors, and second to make a comparison between their essays written at two different points in time. The aim was to find out if there had been an evolution, and to what extent the evolution had taken place. The hypothesis formulated at the beginning of this essay is that learners, in general, should make fewer errors after two years have passed. The results are that errors concerning Verbs (especially Concord), as well as miscellaneous spelling errors, were the most frequent ones, and this is true for both grades. As the total number of errors is lower for the third grade than for the first, and since the learners' production is larger in the third grade than in the first, the hypothesis can be considered to be true, though a larger study should be conducted to see if a general pattern can be found.

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6

Hattingh, Karien. "The syntactic development of grade 12 ESL learners / K. Hattingh." Thesis, North-West University, 2005. http://hdl.handle.net/10394/786.

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The primary aim of this study is to determine the level of syntactic development in English of South African matriculants. The ESL standard in South Africa has been criticised, but no objective data are available. This study provides relevant data, based on an index, and indicates shortcomings in learners' syntactic competence. Poor school-leaving standards in English are a cause of great concern in South Africa, and complaints about school leavers' standard of English have increased over the last few years. Yet, apart from generally being labelled as "poor", little is known about the actual level of development reached by ESL learners. Comments are often based on subjective impressions. This study focuses on syntactic development in writing and aims to determine the level of syntactic development of Grade 12 ESL learners in an objective way. Interlanguage, the concept of 'stages of development’ and fossilization are discussed. The need for an index that can measure language development objectively is considered. General means of measuring syntactic development are evaluated and an index formula is established by means of statistical analyses. This formula is based on the T-unit and assigns numerical values to levels of development. The index formula is used to determine the level of syntactic development of a group of Grade 12 ESL learners. The compositions that were analysed were obtained from six provinces in South Africa. Index values are calculated for Higher and Standard Grade, for the group as a whole, and each of the six provinces. An Error Analysis is conducted and error frequencies are reported. Problem areas in syntax are identified. The implications of the findings are considered and recommendations are briefly made for the teaching and learning of grammar.
Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2005.
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7

Chu, Wai-ling, and 朱慧玲. "A linguistic description and analysis of interlanguage errors, with reference to the written work of some secondary school students inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949277.

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8

Alkontar, Ola. "L'impact de la langue maternelle sur l'expression « du » et « en » français : cas des apprenants libanais francophones dans les collèges et les lycées privés du Mont-Liban." Electronic Thesis or Diss., Bourgogne Franche-Comté, 2023. http://www.theses.fr/2023UBFCC043.

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Анотація:
Quand un élève libanais produit un texte français, tant à l’oral qu’à l’écrit, il devient auteur d’une langue dont il ignore les nuances les plus subtiles. Ce pont, qui joint deux langues se construit sur un dilemme, fidélité-trahison.Lorsqu'un Libanais s’exprime en français, il doit toujours se mettre en situation de compréhension. S’exprimer dans une langue autre que la sienne, c’est d’abord comprendre ; enseigner une langue étrangère, c’est avant tout amener l’apprenant à se débarrasser de l’expression littérale, sinon, on fausse le sens, et on retombe sans une « Tour de Babel ».L’apprentissage d’une langue étrangère passe obligatoirement par des moments de difficulté provoqués par des facteurs sociolinguistiques différents, parmi lesquels l’interférence de la langue maternelle et l’influence de la maîtrise d’autres langues étrangères. De tels facteurs occupent une place importante surtout au début del’apprentissage.Notre étude est basée sur une analyse des erreurs récurrentes des apprenants libanais des collèges et lycées privés à Beyrouth, possédant des niveaux identiques en français langue étudiée à côté de l’arabe, langue maternelle. Cette étude nous permet d’établir quelques éléments de réflexion concernant l’interférence en comparant deux systèmes morphosyntaxiques différents : l’arabe et le français. Les erreurs d'écriture desapprenants libanais francophones issus de la même langue maternelle et pour la même consigne peuvent être comparées afin de comprendre les raisons sous-jacentes à ces erreurs et de proposer des stratégies d'enseignement appropriées pour les corriger
When a Lebanese student produces a French text, both orally and in writing, he becomes the author of a language of which he is unaware of the most subtle nuances. This bridge, which joins two languages, is built on a dilemma, loyalty-betrayal. When the Lebanese expresses themselves in French, they must always put themselves in a position of understanding. To express oneself in a language other than one's own is first of all tounderstand; teaching a foreign language means above all getting the learner to get rid of literal expression, otherwise, we distort the meaning, and we end up without a “Tower of Babel”.Learning a foreign language necessarily involves moments of difficulty caused by different sociolinguistic factors, including the interference of the mother tongue and the influence of mastery of other foreign languages. Such factors play an important role, especially at the beginning of learning.Our study is based on an analysis of the recurring errors of Lebanese learners in private middle and high schools in Beirut, having identical levels in French, the language studied alongside Arabic, the mother tongue. This study allows us to establish some elements for reflection concerning interference by comparing two different morphosyntactic systems: Arabic and French. The writing errors of French-speaking Lebanese learners from thesame mother tongue and for the same instructions can be compared in order to understand the reasons underlying these errors and to propose appropriate teaching strategies to correct them
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9

Jenkins, Jennifer. "Variation in phonological error in interlanguage talk." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019151/.

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The research begins with an examination of the problems attending the growth in the use of English as a lingua franca between non-native speakers. It is argued that vanable first-language specific phonological 'errors' generate much of the miscommunication that is a characteristic of such interlanguage talk (ILT), original support for this claim being provided by a pilot study involving non-native speaker postgraduate students. Following a brief reappraisal of the place of language transfer in second language acquisition, its role in interlanguage (IL) phonology is examined in detail. Phonological transfer is revealed as a central and complex feature of the developing IL The theoretical position is exemplified by a selection of phonological transfer errors drawn from ILT classroom observation, such errors being redefmed in seriousness according to a taxonomy of new criteria based essentially on their effects on ILT communication. The extensive variation to which these taxonomic errorS are subject is discussed in the light of current theories of IL variation, and Accommodation Theory is concluded to have the greatest potential to account for phonological transfer or variation in ILT. The motivations underlying the accommodative processes of convergence and divergence are discussed and the framework is then extended to a motivation considered more salient in ILT: that of interlocutor comprehensibility. Two empirical studies investigate phonological variation in ILT from an accommodation perspective, the findings leading to the conclusion that while accommodation has an essential role in determining phonological error in ILT, its linguistic manifestation is usually one of suppression and non-suppression rather than of traditional convergence and divergence. Pedagogical implications of the research include the benefits of pair and smallgroup work, thus supporting previous research, and the need for classroom exposure to IL varieties of English.
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Ndungu, Francis Gitonga. "Vers l'acquisition de la morphosyntaxe du français chez les lycéens nairobiens : perspectives sociolinguistiques et didactiques." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0271.

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Cette recherche pseudo-longitudinale privilégiant une approche sociolinguistique et didactique s’inscrit dans le domaine du développement de l’interlangue à travers l’analyse des erreurs morphosyntaxiques du français. Notre public s’est compose des lycéens kenyans anglophones. Cela a été effectué au sein de la capitale du Kenya, Nairobi et de sa banlieue. Les entretiens sur le terrain comprenant des exercices descriptifs et conversationnels à l’oral et à l’écrit, ont mené à la description, l’analyse et l’étiologie des erreurs morphosyntaxiques en français langue étrangère (désormais FLE) dans les productions des apprenants dans un contexte lycéen. L’analyse de ce corpus écrit et oral a révélé les erreurs morphosyntaxiques écrites et orales en français les plus récurrentes ainsi que leurs causes chez les lycéens kenyans. Ce travail s’achève par l’élaboration de propositions didactiques à l’écrit et à l’oral présentant des pistes de réflexion sur la remédiation des erreurs morphosyntaxiques des lycéens kenyans
This research favoring a sociolinguistic and didactic approach is based on the development of interlanguage through the analysis of morphosyntactical errors in French by English speaking Kenyan high school students in Nairobi and its suburbs. Field research composed of descriptive and conversational oral and written exercises in French as a foreign language was carried out on selected high school students. This paved way to the description and analysis of morphosyntactical errors in French. The analysis of the written and oral corpus helped to identify the most recurrent morphosyntactical and written errors in French, as well as their etiology. This pseudo-longitudinal research culminated in suggested written and oral didactical activities aimed at the correction of these morphosyntactical errors
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Книги з теми "Error analysis and Interlanguage"

1

Laufer-Dvorkin, Batia. Similar lexical forms in interlanguage. Tübingen: G. Narr, 1991.

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2

Baralo, Marta. La adquisición del español como lengua extranjera. 2nd ed. Madrid: Arco/Libros, 2004.

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3

Peng, Wendy W. Software error analysis. Summit, N.J: Silicon Press, 1995.

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4

Peng, Wendy W. Software error analysis. Gaithersburg, MD: U.S. Dept. of Commerce, National Institute of Standards and Technology, 1993.

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5

1955-, Bardovi-Harlig Kathleen, and Hartford Beverly, eds. Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: L. Erlbaum, 2004.

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6

Yen-pʻing, Chʻü. Interdiscourse--a step beyond interlanguage. Pei-ching: Wai yü chiao hsüeh yü yen chiu chʻu pan she, 1991.

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7

Ḥusaynī, Muḥammad Z̤iyāʼ. Questions and answers on contrastive analysis & error analysis. Tihrān: Intishārāt-i Rahnamā, 2006.

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8

Kotulski, Zbigniew A., and Wojciech Szczepinski. Error Analysis with Applications in Engineering. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3570-7.

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9

Biemer, Paul P. Latent Class Analysis of Survey Error. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470891155.

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Kotulski, Zbigniew. Error analysis with applications in engineering. Dordrecht: Springer, 2010.

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Частини книг з теми "Error analysis and Interlanguage"

1

Díez, Francisco Gutiérrez. "Contrastive intonation and error analysis: Tonality and tonicity in the interlanguage of a group of Spanish learners of English." In Languages and Cultures in Contrast and Comparison, 327–54. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/pbns.175.17die.

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2

Christinawati, Devy, Nuria Haristiani, and Sudjianto. "An Interlanguage Pragmatics Analysis." In Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022), 135–43. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-91-6_21.

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3

Schiefer, Hartmut, and Felix Schiefer. "Error Analysis (Error Calculation)." In Statistics for Engineers, 51–68. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32397-4_4.

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4

Challis, John H. "Error Analysis." In Experimental Methods in Biomechanics, 197–210. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52256-8_11.

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5

Stoer, J., and R. Bulirsch. "Error Analysis." In Introduction to Numerical Analysis, 1–36. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4757-2272-7_1.

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6

Scherer, Philipp O. J. "Error Analysis." In Graduate Texts in Physics, 3–16. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61088-7_1.

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7

Kaloyerou, Panayiotis Nicos. "Error Analysis." In Basic Concepts of Data and Error Analysis, 27–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95876-7_3.

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8

Luo, Zhiquan, and Jos Sturm. "Error Analysis." In International Series in Operations Research & Management Science, 163–89. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4381-7_7.

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9

Gass, Saul I., and Carl M. Harris. "Error analysis." In Encyclopedia of Operations Research and Management Science, 261. New York, NY: Springer US, 2001. http://dx.doi.org/10.1007/1-4020-0611-x_300.

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10

Müller, Siegfried. "Error Analysis." In Adaptive Multiscale Schemes for Conservation Laws, 89–111. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-642-18164-1_5.

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Тези доповідей конференцій з теми "Error analysis and Interlanguage"

1

El Ayari, Sarra, and Zhongjie Li. "Potential of ASR for the study of L2 learner corpora." In 13th Workshop on Natural Language Processing for Computer Assisted Language Learning, 49–58. Linköping University Electronic Press, 2024. http://dx.doi.org/10.3384/ecp211004.

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This study is at the crossroads of Natural Language Processing (NLP) and Second Language Acquistion (SLA). We used Word Error Rate (WER) measurements of Whisper's speech recognition on a French L2 learner corpus to get automatic transcripts, and compared them with pre-existing manual transcripts. We then conducted quantitative and qualitative analysis of the issues which are inherent to the specificities of interlanguage for any automatic tool. We will discuss the different issues encountered by Whisper that are specific to learner corpora.
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Wijayabandara, H. M. Thisaranie. "English Speech Production of Native Sinhala Speakers with Special Reference to Interlanguage Analysis." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/ravq8385.

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Native Sinhala speakers attempt to speak in English even prior to formal education regardless of the errors they make in speech production. This study is focused on interlanguage, the linguistic system behind the learner language of these native speakers, influenced by the first language and the target language. This research was conducted to analyze the impact of the Sinhala language on the English speech production of native speakers. A qualitative research approach was taken to initiate this research with 30 native Sinhala speakers, who informally learnt to speak English. They were asked to interpret a few simple English sentences to Sinhala. Each translated utterance was simultaneously recorded and analyzed to observe the produced patterns of the inter-language. Results indicate that the inter-language production of the speakers was visible in the structure of language and specific grammar rules about spoken English. Syntactic pattern, word order, misidentifying nouns and adjectives, omission of the ‘be verbs’, the misconception of verb tenses, and chaotic pronoun placement are included in the native language influence. The findings of this inter-language analysis concluded that the native language is a dominant factor in second language speech production. Competence in the first language is the main reason for this dominance since the speaker tries to perceive a second language most comfortably. Further, the importance of introducing Psycholinguistics in Sri Lanka is emphasized. Keywords: Inter-language; Learner language; Sinhala language; Speech production; Syntactic structure
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3

Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.

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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking parents. Young children absorb language like sponges repeating their teacher and if their French is inaccurate, learning the mistakes. What is however of more crucial importance is not to replicate language programs delivery from which learners emerge without sufficient mastery to make themselves understood because of inaccurately learnt language forms. Therefore, we have to uncover remedies to properly guide all learners, through strategies and techniques for their individual management of the language they are trying to acquire-learn. We want to ensure an economy of time in teaching programs with efficient contact times. Revisiting language programme approaches to uncover what was advocated for error correction, we looked at actional attention (Ellis, 1992), work on noticing (Fotos, 1993), markedness (Larsen-Freeman, 2018), interference (Abdullah & Jackson, 1998) interlanguage theory (Selinker, 1972), the monitor model (Krashen, 1982) and recent types of approaches, namely notional functional, communicative, and action-oriented. As well, we gleaned insights from a review of the literature on strategies and techniques including Raab, (1982) on spectator hypothesis with feedback to the whole class; through peer correction by Cheveneth, Chun and Luppesku (1983); with other innovative techniques suggested by Edge (1983); techniques advocated by Vigil and Oller (1976) for oral correction; and correction across modalities (Rixon, 1993). We will report on a qualitative study (Creswell & Poth, 2018) based on an analysis of instructor’s notes regarding the observed effect on some of the strategies that were tried and across different student groups. In this study, notes on how the instructor devised ways of drawing attention and using metacognition to obtain the best results are examined. In addition, ways involving the affective domain, through emotions and also using innovative ways through disruptions etc. were tried to see if they provided a further impact. Students reported that they appreciated the corrective feedback the way it was dispensed. However results show a variety of concerns, namely the problem with deeply fossilized errors, some students’ being over confident about their language ability, and either a deep concern for making errors that is paralyzing or a belief that over time correction will take place in interlanguage development without making any effort. Due to page limitations, in this paper we will essentially present overarching aspects."
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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.
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Yang, Shuo. "Analysis and Countermeasures for fossilization of Interlanguage." In 3rd Annual International Conference on Management, Economics and Social Development (ICMESD 17). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmesd-17.2017.27.

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6

Wozniak, Justin M., Timothy G. Armstrong, Ketan Maheshwari, Daniel S. Katz, Michael Wilde, and Ian T. Foster. "Interlanguage parallel scripting for distributed-memory scientific computing." In SC15: The International Conference for High Performance Computing, Networking, Storage and Analysis. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2822332.2822338.

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Nakamura, Yuta, Eunjong Choi, Norihiro Yoshida, Shusuke Haruna, and Katsuro Inoue. "Towards Detection and Analysis of Interlanguage Clones for Multilingual Web Applications." In 2016 IEEE 23rd International Conference on Software Analysis, Evolution, and Reengineering (SANER). IEEE, 2016. http://dx.doi.org/10.1109/saner.2016.55.

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Şahin Kizil, Aysel. "THE USE OF METADISCOURSE IN SPOKEN INTERLANGUAGE OF EFL LEARNERS: A CONTRASTIVE ANALYSIS." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.010.

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Du, Xuexin. "Analysis of Phonetic Fossilization in Chinese Studentsr English Interlanguage Based on Conceptual Integration Theory." In 2018 Symposium on Health and Education (SOHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sohe-18.2018.28.

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Nakayama, Shusaku. "Contrastive Interlanguage Analysis of Modal Auxiliary Verb Usage by Japanese Learners of English in Argumentative Essays." In The IAFOR International Conference on Education – Hawaii 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-1036.2020.41.

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Звіти організацій з теми "Error analysis and Interlanguage"

1

Peng, Wendy W., and Dolores R. Wallace. Software error analysis. Gaithersburg, MD: National Institute of Standards and Technology, 1993. http://dx.doi.org/10.6028/nist.sp.500-209.

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2

Anderson, Dylan Zachary, Julia M. Craven, and Steven R. Vigil. SPE-5 Lidar Error Analysis. Office of Scientific and Technical Information (OSTI), February 2017. http://dx.doi.org/10.2172/1367489.

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3

Mason, John Jeffrey. TOA/FOA geolocation error analysis. Office of Scientific and Technical Information (OSTI), August 2008. http://dx.doi.org/10.2172/957215.

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4

Kramer, Steve, and Vinita J. Ghosh. Linac B1 Mis-steering Error Analysis. Office of Scientific and Technical Information (OSTI), November 2013. http://dx.doi.org/10.2172/1505123.

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5

Wei, J., V. Ptitsin, N. Gelfand, and T. Sen. KEK MQX Field Error Analysis and Compensation. Office of Scientific and Technical Information (OSTI), December 1998. http://dx.doi.org/10.2172/1119555.

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Ptitsin, V., S. Tepikian, and J. Wei. BNL-Built LHC Magnet Error Impact Analysis. Office of Scientific and Technical Information (OSTI), June 1999. http://dx.doi.org/10.2172/1119563.

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Cooper, S. E., A. M. Ramey-Smith, J. Wreathall, and G. W. Parry. A technique for human error analysis (ATHEANA). Office of Scientific and Technical Information (OSTI), May 1996. http://dx.doi.org/10.2172/249298.

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Hunt, Brian D., Aubrey Celia Eckert-Gallup, Lainy Dromgoole Cochran, Terrence D. Kraus, Mark B. Allen, Sean Donovan Fournier, Colin Okada, and Matthew Simpson. Error Analysis of CM Data Products Input Distributions. Office of Scientific and Technical Information (OSTI), March 2017. http://dx.doi.org/10.2172/1365477.

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Andrew, Kristopher, and Eirik Endeve. Error Analysis of the Thornado Supernova Simulation Code. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1463986.

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Carroll, Raymond J. Covariance Analysis in Generalized Linear Measurement Error Models. Fort Belvoir, VA: Defense Technical Information Center, August 1988. http://dx.doi.org/10.21236/ada197661.

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