Добірка наукової літератури з теми "Morphosyntactic errors"

Purpose The first aim of this study was to investigate if Swedish-speaking school-age children with language impairment (LI) show specific morphosyntactic vulnerabilities in error detection. The second aim was to investigate the effects of lexical frequency on error detection, an overlooked aspect of previous error detection studies. Method Error sensitivity for grammatical structures vulnerable in Swedish-speaking preschool children with LI (omission of the indefinite article in a noun phrase with a neuter/common noun, and use of the infinitive instead of past-tense regular and irregular verbs) was compared to a control error (singular noun instead of plural). Target structures involved a high-frequency (HF) or a low-frequency (LF) noun/verb. Grammatical and ungrammatical sentences were presented in headphones, and responses were collected through button presses. Results Children with LI had similar sensitivity to the plural control error as peers with typical language development, but lower sensitivity to past-tense errors and noun phrase errors. All children showed lexical frequency effects for errors involving verbs (HF > LF), and noun gender effects for noun phrase errors (common > neuter). Conclusions School-age children with LI may have subtle difficulties with morphosyntactic processing that mirror expressive difficulties in preschool children with LI. Lexical frequency may affect morphosyntactic processing, which has clinical implications for assessment of grammatical knowledge.

Language is the most frequently compromised area of development in English-speaking neglected children, particularly the morphosyntactic component of language. This is very worrisome given its central role in academic success and social participation. No previous study has examined the morphosyntactic skills of French-speaking neglected children, despite the morphological richness of French. This study aimed to fill this gap. Forty-four neglected (mean age = 48.32 months, SD = 0.45) and 92 non-neglected (mean age = 48.07 months, SD = 0.24) French-speaking children participated. Measures of morphosyntactic skills were derived from a sample of spontaneous language collected during standardized semistructured play and analyzed using Systematic Analysis of Language Transcripts software (2012) . Four morphosyntactic indicators were compared using analyses of variance and Kolmogorov–Smirnov tests: the mean length of utterances (MLU), verbal inflections, word-level errors, and omission errors. The results indicate that 25.6% of the neglected children presented clinically significant morphosyntactic difficulties, as evidenced by a significantly shorter MLU ( M = 5.60, SD = 1.13; M = 6.90, SD = 1.30), fewer verbal inflections, and more frequent word omission errors compared to their non-neglected peers. The results confirm that French-speaking neglected children present many morphosyntactic difficulties. This study argues for sustained speech–language services for these children.

Objectives: Sentence repetition tasks (SRTs) are clinically useful tasks for examining working memory ability and discriminating residual language delay. This study aims to examine sentence repetition skills by groups of children with SSDs and analyze error types and morphosyntactic strengths and weaknesses in SRTs. Methods: Thirty-four children aged 5-7 years with SSDs were classified into groups with articulation disorders, phonological delays, and phonological disorders. SRTs were conducted, and errors in SRTs were analyzed in terms of lexical and grammatical morphemes and children’s sentence repetition (SR) skills were examined by two scoring systems including or excluding articulation errors. Results: In SRTs, children with phonological disorders showed more omission errors; in particular, omission of grammatical morphemes, and sentence paraphrase errors were more frequent. Children with phonological disorders showed more lexical grammatical morpheme errors than the other subgroups. Even in the scoring system that reflects both language and articulation errors, children with phonological disorders showed a lower performance than children with articulation disorders. Conclusion: Children with phonological disorders exhibited morphosyntactic weakness by showing greater difficulties in repeating grammatical morphemes accurately in SRTs. This finding suggests that systematic grammar intervention should be addressed for children with phonological disorders.

Different grammar between languages often causes confusion to those who learn it. Students often experience such problems when their first language (L1) and the target language (L2) share very limited linguistic aspects. This study aims to focus on the morphosyntactic issues that lead to the grammatical errors which take place in the English writing of Indonesian university students taking writing class and to analyze the potential sources of their mistakes. The data from this study were collected from a writing assignment in three Writing classes. This research followed the steps initiated by James (1998), among others: collecting data, identifying errors, classifying errors, explaining errors, and finding sources of errors. The results revealed that of the 2.218 grammatical errors found, they could be classified into two main error types: morphological errors (81.97%) and syntactic errors (18.03%) which were divided into 32 specific errors. The findings suggest that the Indonesian students are not fully aware how to use the plural marker ‘s’ as well the ‘3rd singular’ in present tense. Moreover, they cannot build a simple sentence due to the different word-order and sentence structure between Indonesian and English in terms of morphology and syntax.With regard to the potential sources of error, both inter-language errors and intralingual errors and developments have an influence on errors made in writing. Errors between languages occur when students try to use their knowledge of the L1 structure to obtain the target language, but the differences between the two languages cause errors. Intralingual and developmental errors are found because of difficulties and problems in the target language itself. The findings in this study are very useful for the process of learning English especially in writing skills.

When learning a foreign language, the mother tongue (L1) influences the learning process either to enhance or to hinder it. The purpose of this study was to ascertain the most common errors high school students make due to the Spanish morphosyntactic interference when developing the English writing skill, to determine the factors that caused those errors and to propose some suggestions to overcome them. The participants of the study were 32 students of an Ecuadorian public high school. A quantitative and qualitative study was carried out; data collection instruments included a pre and a post-test as well as a questionnaire for students and teachers. Four morphosyntactic errors were identified: word order, negation, pluralization, and subject omission. After the intervention, it was determined that to overcome these errors, school teachers should focus on practicing more writing activities with their students in class and on motivating learners to do English tasks at home.

ABSTRACTWe studied spontaneous speech noun-phrase production in eight French-speaking children with SLI (aged 5 ; 0 to 5 ; 11) and controls matched on age (4 ; 10 to 5 ; 11) or MLU (aged 3 ; 2 to 4 ; 1). Results showed that children with SLI prefer simple DP structures to complex ones while producing more substitution and omission errors than controls. The three groups also showed distinct error patterns. Children with SLI appeared to have difficulty with phonological processes involved in liaison, elision, and contraction, whereas control children tended to make more lexical errors. These data support models of reduced morphosyntactic and syntactic abilities in this population, and suggest that morphophonological processes should also be integrated into descriptive models of SLI.

ABSTRACTGrammatical error detection and correction are often used to test explicit language knowledge. This study investigated effects of token frequency and error type in error detection, correction, and repetition, and performance on the three tasks were compared and related to models of metalinguistic awareness and development. Thirty Swedish-speaking 10-year-olds with typical language development participated in the study, which focused on four morphosyntactic errors: the infinitive instead of past tense for regular and irregular verbs, and the omission of the obligatory indefinite article in common and neuter gender noun phrases. Target verbs and nouns were of high or low frequency. Results showed significant effects of verb frequency in all tasks, and effects of noun gender for error detection, but not for correction and repetition. Children detected significantly more past-tense errors than they accurately corrected, but the opposite result was seen for noun phrase errors. The patterns of results both within and across tasks imply that implicit language knowledge affects performance, and that lexical frequency, even of familiar words, needs to be controlled when designing tasks for measuring grammatical knowledge. The particular challenge of the Swedish neuter noun phrase in language development and language processing needs to be further investigated.

Researchers studying the speech of individuals with probable Alzheimer's disease (PAD) report that morphosyntax is preserved relative to lexical aspects of speech. The current study questions whether dividing all errors into only two categories, morphosyntactic and lexical, is warranted, given the theoretical controversies concerning the production and representation of pronouns and closed-class words in particular. Two experiments compare the speech output of 10 individuals with Alzheimer's disease to that of 15 healthy age- and education-matched speakers. Results of the first experiment indicate that the pattern of errors in the speech of participants with mild PAD reflects an across-the-board increase in the same types of errors made by healthy older speakers, including closed-class and morphosyntactic errors. In the second task, participants produced a grammatical sentence from written stimuli consisting of a transitive verb and two nouns. Only adults with Alzheimer's disease had difficulties with this task, producing many more closed-class word errors than did healthy older adults. Three of the participants with PAD produced nearly agrammatic speech in this task. These 3 people did not differ from the rest of the PAD group in age, education, working memory, or degree of semantic impairment. Further, error rates on the two tasks were highly correlated. We conclude that morphosyntax is not preserved in the speech output of individuals with PAD, but is vulnerable to errors along with all aspects of language that must be generated by the speaker. We suggest that these results best support a model of speech production in which all words are represented by semantic and grammatical features, both of which are vulnerable to failures of activation when there is damage or noise in the system as a result of pathology, trauma, or even divided attention.

Purpose: Research on the typical and impaired grammatical acquisition of Arabic is limited. This study systematically examined the morphosyntactic abilities of Arabic-speaking children with and without developmental language disorder (DLD) using a novel sentence repetition task. The usefulness of the task as an indicator of DLD in Arabic was determined. Method: A LITMUS (Language Impairment Testing in Multilingual Settings) sentence repetition task was developed in Palestinian Arabic (LITMUS-SR-PA-72) and administered to 30 children with DLD ( M = 61.50 months, SD = 11.27) and 60 age-matched typically developing (TD) children ( M = 63.85 months, SD = 10.16). The task targeted grammatical structures known to be problematic for Arabic-speaking children with DLD (language specific) and children with DLD across languages (language independent). Responses were scored using binary, error, and structural scoring methods. Results: Children with DLD scored below TD children on the LITMUS-SR-PA-72, in general, and in the repetition of language-specific and language-independent structures. The frequency of morphosyntactic errors was higher in the DLD group relative to the TD group. Despite the large similarity of the type of morphosyntactic errors between the two groups, some atypical errors were exclusively produced by the DLD group. The three scoring methods showed good diagnostic power in the discrimination between children with DLD and children without DLD. Conclusions: Sentence repetition was an area of difficulty for Palestinian Arabic–speaking children with DLD. The DLD group demonstrated difficulties with language-specific and language-independent structures, particularly complex sentences with noncanonical word order. Most grammatical errors made by the DLD group resembled those of the TD group and were mostly omissions or substitutions of grammatical affixes or omissions of function words. SR appears to hold promise as a good indicator for the presence or absence of DLD in Arabic. Further validation of these findings using population-based studies is warranted. Supplemental Material https://doi.org/10.23641/asha.16968043

The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transfer of learning theory (Thorndike & Woodworth, 1901) and interlanguage theory (Selinker, 1972). The conceptual framework was arrived at by employing two models, contrastive analysis (CA) and error analysis (EA). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire, semi-structured interview, and a writing test (essay writing). The findings revealed that students’ intralingual (L2 rules) errors were larger than their interlingual (L1 interference) errors. It was also found that students had a positive attitude towards L2 learning. Further, the teachers’ interviews confirmed that teachers were cognizant of students’ writing errors but they could not identify and determine the sources of those errors.

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

Esta tesis doctoral presenta un estudio sobre el análisis de los errores lingüísticos de estudiantes turcos de español como lengua extranjera, dentro del campo de la Lingüística Aplicada. Para llevarlo a cabo nos centramos en analizar el corpus obtenido de las redacciones escritas por un grupo de 102 participantes del Instituto Cervantes de Estambul que tienen el español como lengua extranjera en los niveles B1.1 y B1.2, nivel intermedio según el Marco Cómun Europeo de Referencia (2002). El corpus se compone de cuatro tipos de texto: narrativos, descripciones-expositivos e instructivos, en total 102 redacciones escritas a mano en español. Esta investigación pretende ayudar a renovar los métodos empleados en el proceso de enseñanza-aprendizaje del E/LE, una vez conocidas y analizadas las principales dificultades que presentan a nivel morfosintáctico los estudiantes turcos en el aprendizaje de la lengua española.
This thesis presents an extensive empirical study on the analysis of linguistic errors of Turkish students of Spanish as a foreign language in the field of Applied Linguistics. To carry it out we focus on analyzing the corpus of written compositions produced by a group of 102 informants from Cervantes Institute in Istanbul. These students have Spanish as a foreign language at the B1.1 and B1.2, intermediate level according to the Common European Framework of Reference (2002). The corpus consists of four types of texts: narrative, expository-descriptions and instructive, 102 compositions in total written in Spanish by hand. This research can help renew the methods used in the teaching-learning process of Spanish as a foreign language and to identify the main difficulties presented by the Turkish students at morphosyntactic learning at the Spanish language.

Just like many other Romance languages, French includes units known as object clitics, which exhibit characteristics of both affixes and noun phrases (NPs). They resemble affixes in that they need a prosodically strong host to attach to, and they are similar to NPs in that they fulfill a syntactic role in the utterance. These properties, coupled with their unique positioning compared to the phrases they replace, categorize them as special clitics (Zwicky, 1983). All these factors place them at the intersection of phonology, morphology, and syntax. Consequently, it’s not surprising that they pose a challenge for learners whose first language isn’t French.Learners of French as a second language (L2) often find it difficult to master the use of these units, leading to mistakes and various avoidance strategies. Errors can include incorrect agreements (with the antecedent, as well as with the past participle and adjectives), non-standard placement (such as placing the clitic between the auxiliary and the past participle), resorting to strong pronouns (likely influenced by languages that allow it, such as English), and an incomplete understanding of certain morphosyntactic or semantic properties (such as the distinction between animate and inanimate or verb subcategorization). On the other hand, avoidance strategies include NP repetition and omission (Wust, 2009; Emirkanian et al., 2021).Could deep learning be the solution to assist these learners? We believe so.To train a model capable of identifying sentences containing errors in the use of clitic object pronouns, a substantial amount of training data is required. This data should include a significant number of correctly written sentences in French L2, along with sentences containing errors in the use of clitic object pronouns. Once collected, this data needs to be prepared for use in a deep learning model. The data must be cleaned, normalized, and encoded into a format that the model can interpret. The data can also be augmented with variations of similar sentences, allowing the deep learning model to learn to generalize and recognize errors in a wider context.Our project involves adapting a pre-trained FlauBERT model (Le et al., 2020), based on BERT (Devlin et al., 2019), for a grammaticality judgment task. We fine-tuned this monolingual model on a dataset of 5272 sequences annotated as correct or containing errors. This dataset includes authentic productions from learners of French L2 (Jebali, 2018), along with data collected from the web containing both real productions and modifications introducing non-authentic but plausible errors.After fine-tuning FlauBERT, we used it to provide grammaticality judgments on a second evaluation corpus containing data the model had never seen before. On this dataset, it achieved an overall F-score of 0.93, which is higher than the scores obtained by GPT 3.5 (ChatGPT) and Antidote 11.After fine-tuning this initial model, we further fine-tuned it on a corpus of 6936 examples of errors related to the use of these clitics. The task was to discriminate between four types of errors regarding these units: agreement, position, resort to strong pronouns, and syntactic or semantic order errors. This second model achieved an evaluation F-score of 0.95, demonstrating excellent classification capabilities.Both deep learning models can be seamlessly integrated into an automatic correction system to help French L2 learners avoid errors related to the use of clitic object pronouns.The system pipeline we’ve established using these two models takes a sequence of words (ranging from a sentence to an average-length paragraph), checks for errors in the use of the object clitic, and provides feedback based on the error type. We later added an additional generative module, a model fine-tuned on another corpus and based on mBARThez (Kamal Eddine et al., 2021), which is built on BART (Lewis et al., 2019). This module can suggest a correction for the sequence containing an error in the use of the object clitic.