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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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерела
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.
Повний текст джерела
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.
Повний текст джерелаАнотація:
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
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.
Повний текст джерелаАнотація:
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.
6
Hattingh, Karien. "The syntactic development of grade 12 ESL learners / K. Hattingh." Thesis, North-West University, 2005. http://hdl.handle.net/10394/786.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерела
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.
Повний текст джерелаАнотація:
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 corrigerWhen 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
9
Jenkins, Jennifer. "Variation in phonological error in interlanguage talk." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019151/.
Повний текст джерелаАнотація:
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.
10
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.
Повний текст джерелаАнотація:
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 kenyansThis 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
11
KORTE, MATTHEW. "Corpus Methods in Interlanguage Analysis." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218835515.
Повний текст джерела
12
Kwan, Chung-hin, and 關仲顯. "An investigation of English errors of Hong Kong secondary 1 and secondary 5 students and their relationship with mother tongueCantonese transfer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195943X.
Повний текст джерела
13
Longcope, Peter. "A Multivariate Analysis of Interlanguage Differences between Learner Levels." 名古屋大学大学院国際言語文化研究科, 2009. http://hdl.handle.net/2237/14079.
Повний текст джерела
14
Ying, Xiaohua. "Approche cognitive en didactique des langues : analyse et interprétation d'erreurs écrites prototypiques en français langue étrangère par des apprenants chinois et remédiation." Phd thesis, Université Michel de Montaigne - Bordeaux III, 2013. http://tel.archives-ouvertes.fr/tel-00949082.
Повний текст джерелаАнотація:
Notre thèse est une thèse de linguistique française. Elle a pour but d'analyser et d'interpréter les erreurs à l'écrit en FLE par des apprenants chinois aux niveaux débutant et intermédiaire, de proposer un processus de remédiation aux erreurs récurrentes ayant un certain degré de prototypie et de procurer une meilleure méthodologie en didactique du FLE en Chine. L'erreur n'est pas un item à corriger qui implique le remplacement par une forme correcte, mais un révélateur significatif qui nous permet d'entrevoir le processus d'apprentissage chez l'apprenant. Notre analyse d'erreurs adopte donc une dimension cognitive. Du point de vue théorique, elle porte sur l'analyse linguistique des erreurs ; du point de vue pratique, elle porte sur la remédiation envisageable comprenant à la fois une micro-remédiation qui recherche la motivation linguistique permettant de faciliter l'apprentissage des points langue et une macro-remédiation qui vise à promouvoir une approche cognitive en didactique du FLE afin de doter l'apprenant d'une compétence métacognitive et de le transformer en sujet de l'apprentissage.
15
Recski, Leonardo Juliano. "Computer-assisted error analysis." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/83383.
Повний текст джерелаАнотація:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-19T23:29:05Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-26T01:57:45Z : No. of bitstreams: 1 181888.pdf: 3989754 bytes, checksum: faa45dc1485896a97588e233b76a1a61 (MD5)
Programas para, a análise de texto para microcomputadores já estão disponíveis há algum tempo. A técnica de análise de erros preposicionais auxiliada por computador, um novo
16
Attwal, Preet Singh. "Objective error measure techniques for error analysis and control within the finite element analysis process." Thesis, Cranfield University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340874.
Повний текст джерела
17
Nogueira, Aline Rodrigues. "Lexicalization processes in the interlanguage of english learners: an analysis of motion verbs." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3130.
Повний текст джерелаАнотація:
Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoFundaÃÃo de Amparo à Pesquisa do Estado do CearÃ
Na lÃngua, os conteÃdos semÃnticos sÃo expressos por elementos de superfÃcie, e os responsÃveis pela variaÃÃo sÃo os elementos de expressÃo utilizados. Um dos processos de associaÃÃo dos elementos semÃnticos a formas de superfÃcie à o que Talmy (1985, 2000) denomina de lexicalizaÃÃo. Talmy (1985) identificou e descreveu trÃs padrÃes de lexicalizaÃÃo em eventos de movimento. Para este estudo, enfocaremos dois dos padrÃes de lexicalizaÃÃo propostos por Talmy: o padrÃo Movimento + Caminho, que lexicaliza a categoria semÃntica Caminho no verbo (caracterÃstica do portuguÃs), e o padrÃo Movimento + Modo/Causa, que lexicaliza o modo ou causa do movimento no verbo (caracterÃstico do inglÃs). O padrÃo prototÃpico da lÃngua inglesa pode ser expandido de modo a realizar construÃÃes resultativas fortes. Esta pesquisa, dividida em quatro capÃtulos, aborda a seguinte questÃo: apÃs a aquisiÃÃo de uma primeira lÃngua e de seu padrÃo de lexicalizaÃÃo, à possÃvel ou nÃo durante o processo de aquisiÃÃo de uma segunda lÃngua, âaprenderâ e utilizar um padrÃo de lexicalizaÃÃo diferente daquele inicialmente adquirido? Para verificar se um indivÃduo em fase de aquisiÃÃo de segunda lÃngua pode apresentar em sua interlÃngua o padrÃo caracterÃstico da lÃngua-alvo, analisaremos os padrÃes de lexicalizaÃÃo de eventos de movimento descritos por aprendizes brasileiros de inglÃs como segunda lÃngua atravÃs de narrativas produzidas por eles com base na histÃria em figuras âFrog, Where are you?â de Mayer (1969) assim como Slobin (1996), alÃm de um teste de compreensÃo sobre construÃÃes resultativas fortes. Examinando o corpus coletado e com base na teoria de Talmy, no trabalho sobre alternÃncia verbal nas resultativas fortes do portuguÃs de Alencar (2006) e na Teoria de PrincÃpios e ParÃmetros de Chomsky (1981, 1986), o presente trabalho conclui que aprendizes brasileiros de inglÃs como segunda lÃngua sÃo capazes de utilizar o padrÃo da lÃngua-alvo e atribuir novos valores aos parÃmetros envolvidos quanto ao padrÃo de lexicalizaÃÃo utilizado, mas apresentam dificuldade em expandi-lo e produzir construÃÃes resultativas fortes, atribuindo novo valor ao parÃmetro de resultatividade forte e demonstram forte influÃncia da lÃngua materna em suas descriÃÃes de eventos de movimento.
18
Tang, Stanley C. "Robot positioning error analysis and correction." Thesis, This resource online, 1987. http://scholar.lib.vt.edu/theses/available/etd-04122010-083623/.
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19
Juretic, Franjo. "Error analysis in finite volume CFD." Thesis, Imperial College London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420616.
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20
Miguel, Angela Ruth. "Human error analysis for collaborative work." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441020.
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21
Bonnot, Justine. "Error Analysis for Approximate Computing Systems." Thesis, Rennes, INSA, 2019. https://partages.insa-rennes.fr/alfresco/s/api/node/content/workspace/SpacesStore/4b8b3149-5fc4-439b-abc5-ef663a070daf/2019ISAR0008_BONNOT_Justine.pdf?a=true.
Повний текст джерелаАнотація:
Le calcul approximé est une technique de calcul efficace en énergie et reposant sur l'exploitation de la tolérance à l'imprécision d'une application. Développé pour faire face à la fin de la loi de Moore, il répond à une demande croissante en capacité de calcul. Les techniques d'approximation ont été proposées à différents niveaux d'abstraction, du circuit au système. Cette thèse porte sur le développement de méthodes et outils permettant d'évaluer rapidement l'impact des différentes techniques d’approximation sur la qualité du résultat en sortie d'une application. L'étude des erreurs induites est essentielle pour utiliser ces approximations dans l'industrie. Deux niveaux d’approximation ont été considérés, le niveau matériel avec l'étude des opérateurs arithmétiques inexacts et le niveau des données avec l'étude de l'arithmétique virgule fixe. Premièrement, des méthodes efficaces de caractérisation basées simulation ont été proposées pour obtenir des statistiques sur les erreurs induites par l'approximation considérée. Les statistiques inférentielles ont été utilisées pour quantifier le nombre d’observations nécessaires pour estimer le statistiques de l’erreur et ainsi réduire le temps d’évaluation. Les méthodes de caractérisation proposées sont basées sur des simulations adaptatives et caractérisent l'erreur d'approximation de façon statistique selon les exigences de confiance définies par l'utilisateur. Ensuite, les métriques d'erreur obtenues ont été reliées à la métrique de qualité de l'application. Pour les opérateurs inexacts, un simulateur a été conçu pour le processus d’exploration de l’espace d’approximation pour sélectionner la meilleure pour l’application considérée. Pour la virgule fixe, le modèle d’erreur a été intégré à un algorithme de raffinage pour déterminer la largeur optimisée des variables de l’application. Les résultats de cette thèse proposent des méthodes concrètes pour faciliter la mise en œuvre du calcul approximé dans les applications industrielles, accélérant les méthodes proposées dans l’état de l’art de un à trois ordres de grandeurApproximate Computing is an energy- aware computing technique that relies on the exploitation of the tolerance to imprecision of an application. Developed to face the end of Moore’s law, it answers the growing demand in computing capacity. Approximation techniques have been proposed at different abstraction levels, from circuit to system level. This thesis focuses on the development of methods and tools to quickly evaluate the impact of different Approximate Computing techniques on the application quality metric. The study of the induced errors is critical to use approximations in the industry. Approximate Computing techniques have been considered at two different levels, the hardware level with the study of inexact arithmetic operators and the data level with the study of fixed-point arithmetic. First, efficient simulation-based characterization methods have been proposed to derive statistics on the errors induced by the considered approximation. Inferential statistics have been proposed to reduce the time for error characterization. The proposed characterization methods are based on adaptive simulations and statistically characterizes the approximation error according to user-defined confidence requirements. Then, the obtained error metrics are linked with the application quality metric. For inexact operators, a simulator has been proposed for the approximation design space exploration process to select the best approximation for the considered application. For fixed-point arithmetic, the proposed error model has been implemented in a fixed-point refinement algorithm to determine the optimized word-lengths of the internal variables in an application. The results of this thesis are proposing concrete methods to ease the implementation of Approximate Computing in industrial applications, speeding up state-of-the-art methods from one to three orders of magnitude
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Hirst, William Mark. "Outcome measurement error in survival analysis." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366352.
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Apascaritei, Bogdan. "Error analysis for energy process simulations." Tönning Lübeck Marburg Der Andere Verl, 2008. http://d-nb.info/99184694X/04.
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Justino, Júlia Maria da Rocha Vilaverde. "Nonstandard linear algebra with error analysis." Doctoral thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16316.
Повний текст джерелаАнотація:
Neste trabalho consideramos sistemas de equações lineares exíveis, sistemas de equações
lineares cujos coe cientes têm incertezas de tipo o (:) ou O (:). Este tipo de incertezas irá
ser analisado, à luz da análise não standard, como conjuntos de in nitesimais conhecidos
como neutrizes. Em sistemas de equações lineares exíveis nem sempre existe uma solução
exata. No entanto, neste trabalho apresentam-se condições que garantem a existência de
pelo menos uma solução admissível, no sentido de inclusão, e as condições que garantem a
existência de solução maximal nesse tipo de sistemas. Tais condições são restrições àcerca
da ordem de grandeza do tipo de incertezas existentes, tanto na matriz dos coe cientes
do sistema como na respetiva matriz dos termos independentes. Utilizando a regra de
Cramer sob essas condições é possível produzir, pelo menos, uma solução admissível do
sistema. No caso em que se garante a obtenção da solução maximal do sistema pela re-
gra de Cramer, prova-se que essa solução corresponde à solução obtida pelo método de
eliminação de Gauss; ABSTRACT: Systems of linear equations, called exible systems, with coe¢ cients having uncertain-
ties of type o (:) or O (:) are studied from the point of view of nonstandard analysis. Then
uncertainties of the afore-mentioned kind will be given in the form of so-called neutrices,
for instance the set of all in nitesimals. In some cases an exact solution of a exible
system may not exist. In this work conditions are presented that guarantee the existence
of an admissible solution, in terms of inclusion, and also conditions that guarantee the
existence of a maximal solution. These conditions concern restrictions on the size of the
uncertainties appearing in the matrix of coe¢ cients and in the constant term vector of the
system. Applying Cramer s rule under these conditions, one obtains, at least, an admis-
sible solution of the system. In the case a maximal solution is produced by Cramer s rule,
one proves that it is the same solution produced by Gauss-Jordan elimination.
25
Gudmestad, Aarnes. "Acquiring a variable structure an interlanguage analysis of second-language mood use in Spanish /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319918.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--Indiana University, Dept. of Spanish and Portuguese, 2008.Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3130. Adviser: Kimberly L. Geesin.
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Lo, Sau Yee. "Measurement error in logistic regression model /." View abstract or full-text, 2004. http://library.ust.hk/cgi/db/thesis.pl?MATH%202004%20LO.
Повний текст джерелаАнотація:
Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2004.Includes bibliographical references (leaves 82-83). Also available in electronic version. Access restricted to campus users.
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Meziani, Ahmed. "The use of tense in the interlanguage of Moroccan learners of English : a pedagogic analysis." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019571/.
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Ljung, Mikael. "DREAM : Driving Reliability and Error Analysis Method." Thesis, Linköping University, Department of Computer and Information Science, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2033.
Повний текст джерелаАнотація:
Den här uppsatsen handlar om trafiksäkerhet och, mer specifikt, den mänskliga faktorns inverkan vid olyckor och incidenter. Arbetet är skrivet inom FICA- projeketet, vars målsättning är att förstå förarbeteende för att kunna utveckla aktiv säkerhetsteknologi för fordon. I första delen (kapitel 2–6) presenteras ett teoretiskt ramverk för att förstå förarbeteende i olika kontexter. I andra delen (kapitel 7–8) redovisas en metod för att analysera olycks- och incidentförlopp, kallad DREAM – Driving Reliability and Error Analysis Method. Metoden demonstreras med en walkthrough av en exempelolycka. Uppsatsen avrundas sedan med en diskussion av hur man utifrån analyser med hjälp av DREAM kan utforma olika tekniker för aktiv säkerhet.
This thesis concerns traffic safety, and more specifically, the way in which the human factor influence the development of accidents and incidents. A theoretical framework for understanding the human factor in the complex traffic environment is introduced. Then a method for analysing the interaction between driver, vehicle and traffic environment in accidents/incidents is presented, called DREAM (Driving Reliability and Error Analysis Method). The thesis concludes with a discussion of how DREAM can influence research and development of new active traffic safety technologies.
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Lourens, Rencia, Nico Molefe, and Karin Brodie. "Workshop: Error Analysis of Mathematics Test Items." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82693.
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30
Eibner, Tino, and Jens Markus Melenk. "p-FEM quadrature error analysis on tetrahedra." Universitätsbibliothek Chemnitz, 2007. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200702059.
Повний текст джерелаАнотація:
In this paper we consider the p-FEM for elliptic boundary value problems on tetrahedral meshes where the entries of the stiffness matrix are evaluated by numerical quadrature. Such a quadrature can be done by mapping the tetrahedron to a hexahedron via the Duffy transformation.
We show that for tensor product Gauss-Lobatto-Jacobi quadrature formulas with q+1=p+1 points in each direction and shape functions that are adapted to the quadrature formula, one again has discrete stability for the fully discrete p-FEM.
The present error analysis complements the work [Eibner/Melenk 2005] for the p-FEM on triangles/tetrahedra where it is shown that by adapting the shape functions to the quadrature formula, the stiffness matrix can be set up in optimal complexity.
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Beaulieu, Martin Ronald. "Launch detection satellite system engineering error analysis." Thesis, Monterey, California. Naval Postgraduate School, 1996. http://hdl.handle.net/10945/8611.
Повний текст джерелаАнотація:
Approved for public release; distribution is unlimited.An orbiting detector of infrared (IR) energy may be used to detect the rocket plumes generated by ballistic missiles during the powered segment of their trajectory. By measuring angular directions of the detections over several observations, the trajectory properties, launch location, and impact area may be estimated using a nonlinear least-squares iteration procedure. observations from two or more sensors may be combined to form stereoscopic lines of sight (LOS), increasing the accuracy of the estimation algorithm. The focus of this research has been to develop a computer-model of an estimation algorithm, and determine what parameter, or combination of parameters will significantly affect on the error of the tactical parameter estimation. This model is coded in MATLAB, and generates observation data, and produces an estimate for time, position, and heading at launch, at burnout, and calculates an impact time and position. The effects of time errors, LOS measurement errors, and satellite position errors upon the estimation accuracy were then determined using analytical and Monte Carlo simulation techniques.
32
Hiller, Jean-François 1974. "On error estimators in finite element analysis." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/88830.
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Ibáñez, Jiménez Jorge, Cid Daniela Jiménez, and Merino Naiomi Vera. "Error Analysis in Chilean Tourist Text Translations." Tesis, Universidad de Chile, 2014. http://www.repositorio.uchile.cl/handle/2250/129945.
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34
Woodhouse, Geoffrey M. "Adjustment for measurement error in multilevel analysis." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019113/.
Повний текст джерелаАнотація:
Measurements in educational research are often subject to error. Where it is desired to base conclusions on underlying characteristics rather than on the raw measurements of them, it is necessary to adjust for measurement error in the modelling process. In this thesis it is shown how the classical model for measurement error may be extended to model the more complex structures of error variance and covariance that typically occur in multilevel models, particularly multivariate multilevel models, with continuous response. For these models parameter estimators are derived, with adjustment based on prior values of the measurement error variances and covariances among the response and explanatory variables. A straightforward method of specifring these prior values is presented. In simulations using data with known characteristics the new procedure is shown to be effective in reducing the biases in parameter estimates that result from unadjusted estimation. Improved estimates of the standard errors also are demonstrated. In particular, random coefficients of variables with error are successfully estimated. The estimation procedure is then used in a two-level analysis of an educational data set. It is shown how estimates and conclusions can vary, depending on the degree of measurement error that is assumed to exist in explanatory variables at level 1 and level 2. The importance of obtaining satisfactory prior estimates of measurement error variances and covariances, and of correctly adjusting for them during analysis, is demonstrated.
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Kang, Chunmei. "Meteor radar signal processing and error analysis." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315846.
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36
Li, Huitang. "Production log analysis and statistical error minimization." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992850.
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37
Herman, Eric. "Efficient Error Analysis Assessment in Optical Design." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321608.
Повний текст джерелаАнотація:
When designing a lens, cost and manufacturing concerns are extremely challenging, especially with radical optical designs. The tolerance process is the bridge between design and manufacturing. Three techniques which improve the interaction between lens design and engineers are successfully shown in this thesis along with implementation of these techniques. First, a method to accurately model optomechanical components within lens design is developed and implemented. Yield improvements are shown to increase by approximately 3% by modeling optomechanical components. Second, a method utilizing aberration theory is applied to discover potential tolerance sensitivity of an optical system through the design process. The use of aberration theory gives an engineer ways to compensate for errors. Third, a method using tolerance grade mapping is applied to error values of an optical system. This mapping creates a simplified comparison method between individual tolerances and lens designs.
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Ali-Mounla, Ibrahim. "Contrastive and error analysis : a case study." Thesis, Bangor University, 1992. https://research.bangor.ac.uk/portal/en/theses/contrastive-and-error-analysis--a-case-study(46dcdd55-cc53-4be2-a73f-878e1d5bd4ab).html.
Повний текст джерелаАнотація:
Chapter One: this chapter presents an up-to-date account of Contrastive Analysis (CA), and Error Analysis (EA). Chapter Two: this deals with the syntactic descriptions of Inflectional Phrase, (IP) in English and Syrian Arabic respectively. The descriptions of (IP) system are executed within the framework of X-bar syntax in the version outlined in Chomsky (1970 and 1986b), and Radford (1988). These descriptions focus on the various syntactic movements which take place within the maximal categories referred to as IP all of which play an important role in the formation of YIN and Wh-questions. For the sake of this study, only three types of movement will be considered - i. e. I- movement, V- movement, and Wh - movement Chapter Three: this chapter describes the syntactic movements which take place within the maximal categories referred to as Complementiser Phrase (CP) of the two languages within the same framework. The description focuses on I-to-C and Wh-movement. Chapter Four: this deals with English Small Clauses (SCs) and Syrian Verbless Clauses (VCs) also within the same framework. Chapter Five: this deals with contrasting the interrogative patterns of the two languages as identified in chapters 2,3 and 4, and with formulating predictions on the basis of the contrasts identified. Chapter Six: this highlights the methodology of the experiment conducted - i. e. data collection, design of the elicitation instruments, etc. Chapter Seven: this consists of analysing the elicited errors in the light of my predictions. it compares CA predictions with the attested errors to evaluate the success of the predictions and hypotheses. Chapter Eight: offers the discussion of disconfirmed predictions and errors irrelevant to predictions. Chapter Nine: this contains conclusions, pedagogical implications and recommendation for further research.
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Ihsan, Diemroh. "A linguistic study of tense shifts in Indonesian-English interlanguage autobiographical discourse." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558344.
Повний текст джерелаАнотація:
The purpose of the study was two-fold. First, it investigated, described, and analyzed tense shifts and the roles of the present tense forms in IEIL autobiographical discourse. Second, as a contribution to the study of English interlanguage of Indonesian EFL learners it presents some pedagogical implications for the EFL teaching and learning in Indonesia and offers suggestions for further research. The data used for the study were twenty-six essays containing 1700 verb phrases in 937 sentences, which were written by twenty-six freshman EFL learners of the University of Sriwijaya in Palembang, Indonesia, in 1986.The results of the study show that tense use in IEIL is systematic, on one hand, and variable, on the other. Shifts of tense from past to present are generally predictable. The present tense usually functions to present the writer's evaluation or opinion, habitual occurrences, general truth, or factual descriptions functioning as permanent truth in relation to the writer's childhood. Occasionally, the present tense functions as the Historical Present to narrate past events. The past tense, on the other hand, usually functions to describe past truth and, at times, to narrate historical events such as the writer's date and place of birth.Variability also characterizes IEIL autobiographical discourse. That is, IEIL writers do not completely follow the present and past tense rules. For instance, they usually use the present tense to express habitual occurrences, but at other times they use past tense accompanied by such expressions as "on Sundays," "on holidays," "whenever," etc.In addition, the following conclusions have been drawn: (1) IEIL autobiographical discourse largely contains description expressed in the past tense; (2) discourses are highly recommended to be used as the first material in teaching linguistic phenomena such as tense shifts to Indonesian EFL learners; and (3) following the IL theory and principles, EFL teachers should not treat EFL learner's should treat them as a sign that they are in fact in the process of learning.deviants as a sign of improper usage and harmful but instead should treat them as a sign that they are in fact in the process of learning.Department of English
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Lundberg, Molly. "Error Identification in Tourniquet Use : Error analysis of tourniquet use in trained and untrained populations." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-171588.
Повний текст джерелаАнотація:
The number of prehospital deaths caused by large bleedings could be decreased if civilian people would act in time to help the injured patient. One way to help is to stop the bleeding with a tourniquet application. However, the tourniquet needs to be placed correctly in order to stop the bleeding. Therefore laypersons need to be educated in bleeding control to increase the rate of successful tourniquet application. This study used human error identification techniques such as Hierarchical Task Analysis and Systematic Human Error Reduction and Prediction Approach to identify possible errors of four commonly used tourniquet models: the CAT-7, Delfi-EMT, SAM-X and SWAT-T. The results show that many predicted errors are time-oriented and critical. Video analysis of tourniquet application was performed to map occurred use errors from the videos with the predicted ones. The goal was to identify problems that could be solved by training or redesigns of the tourniquets. The results show that the most common errors for all participants during tourniquet application were of six error types. The errors were to not check time or write down time of application, to take too much time to place the tourniquet around the limb, to place the tourniquet upside down, to place the tourniquet band over the securing mechanism instead of between and lastly to not secure the tourniquet correctly before transporting the patient. The untrained laypersons made more errors than the trained laypersons and professional emergency personnel group. The trained laypersons also made fewer errors in a calm setting than in a stressed setting, comparing to the professional group who did the same error types in both settings. The results indicate that untrained laypersons not only make more errors but also more critical errors than trained laypersons and professional emergency personnel. Future research should empirically test other tourniquet models than the CAT in the goal of finding use errors to be reduced. Overall the results are in line with previous studies that show the need for education of bleeding control techniques in the civilian population.
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Kawelke, Jens. "Perturbation and error analysis considerations in robust control." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30177.
Повний текст джерелаАнотація:
This thesis deals with perturbation and error analysis in robust control, mainly H control, but the H2 norm is also considered. Perturbation analysis investigates the sensitivity of a solution or structure to perturbations or uncertainties in the input data. Error analysis is used to make statements about the numerical stability of an algorithm and uses results from perturbation analysis. Although perturbation and error analysis is a well-developed field in linear algebra, very little work has been done to introduce these concepts into the field of control. This thesis attempts to improve this situation. The main emphasis of the thesis is on H norm computations. Nonlinear and linear perturbation bounds are derived for the H norm. A rigorous error analysis is presented for two methods of computing the H norm: the Hamiltonian method and the SVD method. Numerical instability of the Hamiltonian method is shown with several examples. The SVD method, which is shown to be numerically stable, is updated with new upper and lower bounds for the frequency response between two given frequency points. Then using an upper frequency bound, a new algorithm is presented. This new algorithm can be implemented in a parallel process and has a similar performance to the Hamiltonian method in terms of computing time. In addition, nonlinear and linear perturbation bounds are derived for the H2 norm, and for the solutions of Lyapunov equations. Finally the H control problem is considered and perturbation bounds for the corresponding parameterized Riccati equations are derived. This leads to an estimation of the norm of the perturbation in the H controller.
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Thom, Nguyen Thi, and n/a. "Error analysis and English language teaching in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.131913.
Повний текст джерелаАнотація:
This field study report covers four major areas :
1. Error analysis in language teaching and learning and
its procedures
2. The relevance of error analysis to the teaching of
English as a foreign language in the Vietnamese situation
3. Analysis of errors made by Vietnamese speakers
4. The use of error analysis in teaching English to
Vietnamese speakers.
Error analysis can be a useful adjunct to second language
teaching, since it serves two related but distinct functions : the
one, practical and applied in everyday teaching, and the other,
theoretical, leading to a better understanding of the second
language learning acquisition process.
This study emphasizes the practical uses of error analysis in
teaching and correction techniques, materials development and
syllabus design. It is hoped that error analysis will make some
contribution to the teaching of English as a foreign language to
Vietnamese speakers, whose language is quite different from English
and whose culture is far from being similar to that of English
native speakers.
This study is aimed at helping Vietnamese teachers of English
to change their attitude to students' errors and see them in a more
positive way, rather than as signs of failure on the students' part.
It is suggested that a teacher of English must be able to
recognize errors when they occur, to form some idea of the kind of
error made and also why they occur. Finally, he must then be able
to draw, from the analysis thus made, some conclusions as to what
and how he should teach.
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Kocak, Umut, Palmerius Karljohan Lundin, and Matthew Cooper. "An Error Analysis Model for Adaptive Deformation Simulation." Linköpings universitet, Medie- och Informationsteknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79904.
Повний текст джерелаАнотація:
With the widespread use of deformation simulations in medical applications, the realism of the force feedback has become an important issue. In order to reach real-time performance with sufficient realism the approach of adaptivity, solution of different parts of the system with different resolutions and refresh rates, has been commonly deployed. The change in accuracy resulting from the use of adaptivity, however, has been been paid scant attention in the deformation simulation field. Presentation of error metrics is rare, while more focus is given to the real-time stability. We propose an abstract pipeline to perform error analysis for different types of deformation techniques which can consider different simulation parameters. A case study is also performed using the pipeline, and the various uses of the error estimation are discussed.
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Putman, Edward R. J. "Digital particle image velocimetry (DPIV) : systematic error analysis." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/9105.
Повний текст джерелаАнотація:
Digital Particle Image Velocimetry (DPIV) is a flow diagnostic technique that is able to provide velocity measurements within a fluid whilst also offering flow visualisation during analysis. Whole field velocity measurements are calculated by using cross-correlation algorithms to process sequential images of flow tracer particles recorded using a laser-camera system. This technique is capable of calculating velocity fields in both two and three dimensions and is the most widely used whole field measurement technique in flow diagnostics. With the advent of time-resolved DPIV it is now possible to resolve the 3D spatio-temporal dynamics of turbulent and transient flows as they develop over time. Minimising the systematic and random errors associated with the cross-correlation of flow images is essential in providing accurate quantitative results for DPIV. This research has explored a variety of cross-correlation algorithms and techniques developed to increase the accuracy of DPIV measurements. It is shown that these methods are unable to suppress either the inherent errors associated with the random distribution of particle images within each interrogation region or the background noise of an image. This has been achieved through a combination of both theoretical modelling and experimental verification for a uniform particle image displacement. The study demonstrates that normalising the correlation field by the signal strength that contributes to each point of the correlation field suppresses both the mean bias and RMS error. A further enhancement to this routine has lead to the development of a robust cross-correlation algorithm that is able to suppress the systematic errors associated to the random distribution of particle images and background noise.
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Alboabidallah, Ahmed Hussein Hamdullah. "Error propagation analysis for remotely sensed aboveground biomass." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/13074.
Повний текст джерелаАнотація:
Above-Ground Biomass (AGB) assessment using remote sensing has been an active area of research since the 1970s. However, improvements in the reported accuracy of wide scale studies remain relatively small. Therefore, there is a need to improve error analysis to answer the question: Why is AGB assessment accuracy still under doubt? This project aimed to develop and implement a systematic quantitative methodology to analyse the uncertainty of remotely sensed AGB, including all perceptible error types and reducing the associated costs and computational effort required in comparison to conventional methods. An accuracy prediction tool was designed based on previous study inputs and their outcome accuracy. The methodology used included training a neural network tool to emulate human decision making for the optimal trade-off between cost and accuracy for forest biomass surveys. The training samples were based on outputs from a number of previous biomass surveys, including 64 optical data based studies, 62 Lidar data based studies, 100 Radar data based studies, and 50 combined data studies. The tool showed promising convergent results of medium production ability. However, it might take many years until enough studies will be published to provide sufficient samples for accurate predictions. To provide field data for the next steps, 38 plots within six sites were scanned with a Leica ScanStation P20 terrestrial laser scanner. The Terrestrial Laser Scanning (TLS) data analysis used existing techniques such as 3D voxels and applied allometric equations, alongside exploring new features such as non-plane voxel layers, parent-child relationships between layers and skeletonising tree branches to speed up the overall processing time. The results were two maps for each plot, a tree trunk map and branch map. An error analysis tool was designed to work on three stages. Stage 1 uses a Taylor method to propagate errors from remote sensing data for the products that were used as direct inputs to the biomass assessment process. Stage 2 applies a Monte Carlo method to propagate errors from the direct remote sensing and field inputs to the mathematical model. Stage 3 includes generating an error estimation model that is trained based on the error behaviour of the training samples. The tool was applied to four biomass assessment scenarios, and the results show that the relative error of AGB represented by the RMSE of the model fitting was high (20-35% of the AGB) in spite of the relatively high correlation coefficients. About 65% of the RMSE is due to the remote sensing and field data errors, with the remaining 35% due to the ill-defined relationship between the remote sensing data and AGB. The error component that has the largest influence was the remote sensing error (50-60% of the propagated error), with both the spatial and spectral error components having a clear influence on the total error. The influence of field data errors was close to the remote sensing data errors (40-50% of the propagated error) and its spatial and non-spatial Overall, the study successfully traced the errors and applied certainty-scenarios using the software tool designed for this purpose. The applied novel approach allowed for a relatively fast solution when mapping errors outside the fieldwork areas.
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Deveau, Todd Alan. "Error analysis in the interlanguage of beginning Spanish students." Thesis, 1998. http://hdl.handle.net/1911/17165.
Повний текст джерелаАнотація:
This study analyzes the errors committed in the interlanguage of beginning eighth grade Spanish students in written production. Developmental errors were extracted from examinations and categorized as errors of lexicon, morphology, syntax, or orthography. These errors were then sub-classified in an attempt to arrive at an accurate interpretation and description of the error. The final step in this error analysis consisted of explanations for the possible causes of the errors. The analysis focused on developmental errors attributed to the target language itself such as overgeneralization in addition to the use of communication strategies in production. A review of literature on error analysis and related topics precedes the research findings of this study.
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Morais, Ana Filipa Silva. "Análise do erro na produção escrita de alunos de Espanhol do 3º Ciclo do Ensino Básico (Nível A2) : das causas à remediação." Master's thesis, 2015. http://hdl.handle.net/10362/18317.
Повний текст джерелаАнотація:
O presente relatório visa fazer uma análise dos erros mais comuns, ao nível da competência linguística, na produção escrita, dos alunos de Espanhol do 3.º ciclo do Ensino Básico. Para tal, no primeiro capítulo é feita uma contextualização à investigação, seguida pela caraterização do nosso contexto de trabalho, a Escola Básica 2/3 Ferreira de Castro. O enquadramento teórico que se segue aborda a especificidade do ensino de Espanhol como língua estrangeira em Portugal e a sua implicação como causa do erro. São abordados os conceitos e tipos de erro, bem como outros aspetos relacionados com a aplicação da pedagogia do erro no ensino de línguas. São abordados alguns contributos para superação do erro: metodologias propostas pela análise de erros, análise contrastiva aliada a metacognição, leitura, auto hétero-avaliação, contributos das
neurociências da educação e feedback. No segundo capítulo é feita uma descrição das turmas com as quais se trabalhou. Por fim, são descritas algumas das atividades desenvolvidas em contexto de sala de aula, sobre as quais refletimos também.This report aims to analyse the most frequent grammatical errors in our student´s writing: Portuguese students learning Spanish as a second language in the 3rd cycle of Ensino Básico level. Therefore, the first chapter comprises an introduction about the investigation, followed by the presentation of our working context, Escola Básica 2/3 Ferreira de Castro. Next, we provide a theoretical context about the specific of the Spanish teaching as a second language in Portugal and the implication of it as a cause for the error occurrence. The concepts of error and types of error are introduced, as well as other aspects related to the performance of the pedagogy of error. Also, some contributions for error correction are proposed: methodologies introduced by the error analysis (EA), Contrastive analysis (CA) with metacognition contributions, reading, self and hetero evaluation, neurosciences of education contributions and feedback. In the second chapter some activities carried in class are described which we subject to a thorough analysis. KEYWORDS: error analysis, error correction, interlanguage, error causes, spanish teaching as a second language
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QI, GUAN. "Aquisição do Português por Alunos Chineses: Erros e Dificuldades na Expressão Escrita." Master's thesis, 2019. http://hdl.handle.net/10362/76271.
Повний текст джерелаАнотація:
O número de alunos chineses que aprendem português tem crescido de maneira exponencial. Tratando-se de duas tradições linguísticas e culturais muito diferentes, dificuldades de vários tipos surgem. É importante e necessário identificar e estudar essas dificuldades, para que materiais didáticos adequados a este público-alvo em ascensão possam ser produzidos.
Na presente dissertação abordam-se algumas das dificuldades que os alunos chineses sentem na aprendizagem do português, quer através da análise de perspetivas teóricas, o que corresponde à parte teórica desta dissertação, quer através da análise de um teste gramatical realizado a alunos chineses, o que corresponde à parte prática da mesma.The number of Chinese students that learn Portuguese as a second language has been increasing. Since Portuguese and Chinese belong to very different linguistic and cultural traditions, various difficulties emerge. It is crucial to identify and study these difficulties, in order to produce suitable didactic materials for this ever raising number of students. In this work we present some of the issues that Chinese students face when learning Portuguese, through the analysis of several theoretical perspectives, and a grammar test applied to a group of Chinese students currently learning Portuguese.
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Espinoza, Condori Rudy Vincen. "Análisis de errores en traducciones de hablantes no nativos del español." Master's thesis, 2012. http://hdl.handle.net/1822/24030.
Повний текст джерелаАнотація:
Dissertação de mestrado em Tradução e Comunicação MultilingueLa influencia de la lengua materna en el aprendizaje y enseñanza de una lengua extranjera es un amplio campo de investigación ocupado por los investigadores y estudiantes que se ven situados en este contexto. Las personas que se desenvuelven en el campo de la traducción e interpretación también han tropezado con ella al realizar traducciones cuya lengua meta es diferente a la suya. Este trabajo de investigación pretende mostrar la relación que existe entre los errores de traducción ocasionados por personas cuya lengua nativa es el portugués en traducciones donde la lengua meta es el español a raíz de la interferencia. Al tener, el español y el portugués, algunas características similares en términos de léxico, gramática y sintaxis, se tiende a adoptar las normas del portugués en el español haciendo que se presente, de esa manera, errores dentro de estos niveles. El propósito de este trabajo de investigación, además de mostrar con un número de ejemplos la variedad de errores que existe en los hablantes del portugués al traducir textos informativo descriptivos hacia el español, pretende ser una guía constructiva que permita a todo traductor evitar ciertos vicios que, de una u otra manera, se reflejan por la influencia de la lengua materna, en este caso del portugués.
The influence of the native language in the learning and teaching process of a foreign one is a wide subject of study held by researchers and students who are placed in this context. Translator and interpreters have also faced this situation when carrying out their job and translating to a foreign language. This research aims to show the relationship between the translation errors caused by people whose native language is Portuguese when translating to the Spanish one because of the interference. The Spanish and Portuguese share some linguistic features when talking about the vocabulary, grammar and syntax. Portuguese translators tent to adopt their linguistic standards in the Spanish having as a result errors under these levels. Because of this fact, the project aims to show, with a number of examples, the types of errors that are found when translating the descriptive and informative texts from Portuguese to Spanish. At the same time, it aims to be a constructive guide for the translators of these two pair of languages making them conscious that the influence of the native language may a reason to have mistakes when translating.
A influência da língua materna na aprendizagem e ensino duma língua estrangeira é um vasto campo de estudo entre os investigadores e estudantes que estão nesta situação. As pessoas que trabalham na área da tradução e interpretação também têm a interferência da sua língua quando fazem traduções para outra. Esta pesquisa procura mostrar a relação que existe entre os erros de tradução ocasionados pelas pessoas que têm o Português como língua materna nas traduções para o Espanhol por causa da interferência. O Espanhol e Português partilham características semelhantes nas diferentes áreas. Por exemplo na gramática, no vocabulário e na sintaxe entre outros, é por isso que se tendem a usar as normas do Português no Espanhol tendo assim erros aos diferentes níveis linguísticos. O objetivo, além de mostrar com exemplos os erros que existem nos falantes nativos do Português quando fazem traduções de textos informativos e descritivos para o Espanhol, pretende ser um guia construtivo que permita prever alguns vícios, que na maioria dos casos estão presentes por causa da influência da língua materna.
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Maloof, Avendaño César Enrique. "Análisis del español de los estudiantes francófonos de ELE : el caso del sistema preposicional." Thesis, 2019. http://hdl.handle.net/1866/24788.
Повний текст джерелаАнотація:
Cette recherche s’inscrit dans le domaine de la linguistique appliquée à l'apprentissage des langues et se concentre sur l'usage des prépositions par des apprenants francophones de l’espagnol comme langue étrangère (ELE). Plus précisément, le travail visait à caractériser l'utilisation du système prépositionnel à différentes étapes de l'apprentissage et à s'enquérir des processus sous-jacents aux usages de prépositions documentés. La matière première pour mener à bien cette recherche est composée d'un corpus de productions écrites rédigées par des participants ayant une compétence communicative correspondant au niveau A1, A2, B1 ou B2, selon l'échelle proposée par le Cadre européen commun de référence pour les langues. Tous les participants avaient le français comme langue maternelle ou langue dominante. Les données obtenues à travers le corpus ont été abordées à partir de la perspective du paradigme connu sous le nom d'analyse de la performance. Ce travail décrit à la fois les utilisations normatives et non normatives des prépositions de contenu lexical (spatial, temporel ou notionnel) et celles qui ont une valeur principalement grammaticale. Les résultats obtenus suggèrent que ce dernier type de prépositions pose un plus grand défi pour les apprenants, un effet qui tend à persister même à des niveaux plus avancés. En ce qui concerne les processus sous-jacents aux usages des prépositions, il a été observé comment le transfert de la L1 facilite l'utilisation normative de certaines prépositions lorsqu’il y a convergence entre les marques et notions prépositionnelles exprimées en français et en espagnol. En revanche, lorsque les marques prépositionnelles dans les deux langues coïncident, mais pas les valeurs qu'elles expriment, une augmentation des utilisations inappropriées des prépositions a été identifiée en raison, en partie, d'un processus de transfert négatif ou d'interférence de la L1. Comme nous le verrons au cours de ce travail, ce processus d'interférence ou de transfert négatif de la L1 interagit souvent avec les interférences d'une autre L2 (anglais) et avec des processus intralinguistiques, tels que la surgénéralisation des règles de la langue cible (espagnol). Pour finir, cette thèse souligne que les processus linguistiques mentionnés ci-dessus se voient renforcés par un processus pédagogique, autrement dit, par la manière dont le matériel didactique utilisé par les participants approche l’enseignement du système prépositionnel de l’espagnol. Mots-clés : Espagnol langue étrangère (ELE), Linguistique appliquée, Interlangue, Analyse de l’interlangue, Analyse d’erreurs, prépositions, apprenants francophones.This thesis, within the field of applied linguistics, focuses on the usage of prepositions by French-speaking learners of Spanish as a foreign language (ELE). Particularly, this study aims to characterize the use of the Spanish prepositional system throughout different stages of learning and to shed light on the processes that underlie the observed phenomena. The source material for this research came from a corpus composed of texts written by four groups of participants of levels A1 trough B2, as proposed by the Common European Framework of Reference for Languages scale. All participants’ native or dominant language was French. The data obtained through the corpus were approached from the perspective of the L2 language research paradigm known as performance analysis. This study describes both normative and non-normative uses of prepositions of lexical content (spatial, temporal or notional), as well as those that carry primarily grammatical value. The results obtained suggest that the latter type of prepositions posed a greater challenge for the learners, which proved to be an area of difficulty that tended to persist, even at more advanced levels. With regard to the processes underlying the usage of prepositions, our findings support the idea that language transfer from the participants’ L1 facilitated the appropriate use of certain prepositions in those cases in which the prepositional marks and notions expressed by these in French and in Spanish converged. In contrast, an increase in inappropriate uses of the prepositions was identified when the prepositional marks in both languages coincided, but not the values they expressed. In part, this was due to a process of negative transfer from the students’ L1. It also became apparent that this process of interference from the L1 often interacted with interference from another L2 (English) and with intralinguistic processes, such as the overgeneralization of rules appertaining the target language (Spanish). Last but not least, this research also found evidence that the aforementioned linguistic mechanisms were reinforced by instruction, that is to say, the way in which the textbook used by the students approached the teaching of the Spanish prepositional system. Keywords: Spanish as a Foreign Language (ELE), Applied linguistics, Interlanguage, Interlanguage Analysis, Performance Analysis, Error Analysis, Prepositions, French-speaking learners.
La presente investigación, enmarcada en la lingüística aplicada al aprendizaje de lenguas, se centra en el uso de las preposiciones por parte de un grupo de estudiantes francófonos de español como lengua extranjera (ELE). En concreto, el trabajo se trazó como objetivo caracterizar el uso del sistema preposicional en diferentes etapas del aprendizaje e indagar acerca de los procesos que subyacen a los usos preposicionales documentados. La materia prima para llevar a cabo esta investigación está compuesta de un corpus de producciones escritas redactadas por participantes con niveles de competencia comunicativa A1, A2, B1 y B2, según la escala propuesta por el Marco común europeo de referencia para las lenguas. La totalidad de participantes tenía el francés como lengua materna o dominante. Los datos obtenidos a través del corpus se abordaron desde la perspectiva del paradigma conocido como análisis de la actuación. Este trabajo describe los usos tanto normativos como no normativos de las preposiciones de contenido léxico (espaciales, temporales o nocionales) y las que comportan un valor primordialmente gramatical. Los resultados obtenidos sugieren que este último tipo de preposiciones supone un mayor desafío para los aprendientes y muestran una tendencia hacia la persistencia en niveles más avanzados. En lo que concierne a los procesos que subyacen a los usos preposicionales, se observó cómo la transferencia a partir de la L1 facilitó la utilización de ciertas preposiciones en conformidad con la norma en determinados casos en los cuales las marcas preposicionales y nociones expresadas por estas convergen en francés y en español. En contraste, cuando coinciden las marcas preposicionales en ambos idiomas, mas no los valores que expresan, se identificó un incremento de usos inadecuados de las preposiciones debido, en parte, a un proceso de transferencia negativa o interferencia de la L1. Como veremos en el transcurso del trabajo, este proceso de interferencia o transferencia negativa de la L1 interactúa, a menudo, con la interferencia proveniente de otra L2 (inglés) y con procesos intralingüísticos, tales como la sobregeneralización de reglas de la lengua meta (español). Por último, la tesis pone de relieve que los procesos lingüísticos antes mencionados vienen a ser reforzados a través de un proceso de instrucción, dicho de otra forma, la manera como se aborda la enseñanza del sistema preposicional del español en el material didáctico empleado por los participantes. Palabras clave: Español lengua extranjera (ELE), Lingüística aplicada, Interlengua, Análisis de la interlengua, análisis de la actuación, análisis de errores, preposiciones, aprendices francófonos.