SOME PRACTICAL APPLICATIONS OF ERROR ANALYSIS AND CONTRASTIVE ANALYSIS IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

1981 ◽  
Vol 1 (2) ◽  
pp. 249-252
Author(s):  
GRAHAM HOWELLS
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Contrastive Analysis ◽  
Practical Applications

Avoidance of Phrasal Verbs—A Case for Contrastive Analysis

1985 ◽  
Vol 7 (1) ◽  
pp. 73-79 ◽  
Author(s):  
Menachem Dagut ◽  
Batia Laufer
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Teaching And Learning ◽  
Negative Transfer ◽  
Teaching Experience ◽  
Analysis Approach ◽  
Learning Difficulty ◽  
Contrastive Analysis ◽  
Phrasal Verbs ◽  
Group Structures

Schachter (1974) drew attention to the importance, in error analysis, of examining not only the L2 forms actually produced by the learners of a foreign language in their attempts to express themselves in L2, but also the L2 forms they seem consistently to avoid using. She also noted the close interrelation between such avoidance phenomena and the Contrastive Analysis approach to L2 teaching and learning: avoidance is the reverse side of negative transfer, since learners tend to avoid using in L2 those structures that have no parallel in their L1 and therefore provide them with no pattern for transfer. Of course, as Kleinmann (1977) has pointed out, “avoidance” implies that the structure in question is known to (i.e., can be passively recognized by) the learners, but not freely used by them; failure to use a structure or word that is unknown to the learners is an indication merely of ignorance, not of learning difficulty. Now a prime constructive purpose of error analysis is (or should be) to identify the sources of a learner's difficulties, as a necessary preliminary to helping him or her overcome them. Hence the importance of genuine avoidance phenomena that, when properly identified, can throw light on what would otherwise remain hidden recesses of uncertainty in the learner's mind. Levenston (1971) has convincingly argued, with numerous illustrations, that avoidance (“under-representation” in his terminology) of various English “clause (or group) structures” by Hebrew-speaking learners of English can be explained by the lack of Hebrew “translation-equivalents” for the English structures in question and the learners' consequent choice of less appropriate but more L1-equivalent structures. However, since Levenston was concerned not with avoidance phenomena as such, but rather with the evidence they provide of L1 interference with L2 learning and their stylistic effect on the learner's L2, he took the phenomena in question as established facts (on the basis, presumably, of his own teaching experience), without attempting to examine their frequency and extent.

Common Errors in English Written by the Academic Journal Contributors

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
. DJUWARI
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Contrastive Analysis ◽  
Academic Journal ◽  
Passive Construction ◽  
The Common ◽  
L1 And L2

In linguistics, common errors in writing, especially by the non-nativespeakers of English, are beneficial for analysis. Common errors written by theacademic journal contributors especially by the Indonesian authors are typical.Since English in Indonesia is a foreign language, the articles submitted to thejournal may have errors. When editing these articles, some common errors arefound. This research attempted to investigate common errors in English writtenby the academic journal contributors from Indonesia. It is a descriptive researchusing Error Analysis (EA) and Contrastive Analysis (CA) theories. The data weretaken from 15 articles submitted by the Indonesia contributors of the accreditedacademic journals Ventura published by STIE Perbanas Surabaya. First, they wereanalyzed before they were edited and then classified according to the types oferrors. From this, common errors were identified. After this, they were describedbased on the morphological and sentence levels. Finally, possible treatment can be asserted. The results show that there are six types of common errors such as morphological levels: a) Head-Modifier, b) Agreement, c) To-Infinitive andsentence level: Dangling, Agreement, Passive Construction, and Perfect Tense. Itcan be generalized that most of the common errors are due to L1 system so thatCA for L1 with L2 is required.Keywords: Linguistics, Error Analysis (EA), Constrastic Analysis (CA), L1, and L2, Indonesia

scholarly journals The “Magnet Effect” – A Powerful Source of L1 Dialect Interference in the Pronunciation of English as a Foreign Language

2014 ◽  
Vol 11 (1) ◽  
pp. 45-64
Author(s):  
Klementina Jurančič Petek
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
First Language ◽  
Standard Variety ◽  
Contrastive Analysis ◽  
Powerful Source ◽  
Magnet Effect ◽  
Place Of Origin

Wieden and Nemser (1991) carried out a study investigating the development of pronunciation of English as a foreign language in Austria. One of the main issues in this research was L1 dialect interference. Individual studies have proven that the pronunciation of a second (L2) or foreign language (FL) is not influenced only by the standard variety of the first language (L1), but also by the L1 dialect of the speaker’s place of origin (Karpf et al. 1980). Wieden and Nemser’s study wished to prove this on a larger scale. A similar study was carried out also for Slovenia (Jurančič Petek 2007). Contrastive analysis (CA) of the Slovene Standard pronunciation and English was performed as well as that of the sound systems of individual Slovene dialects and the English one. Error analysis (EA) of the obtained results showed that L1 dialect interference did not occur in the instances predicted by contrastive analysis; however the study in itself did prove the existence of such influence (“magnet effect” in vowels).

scholarly journals Fossilized Use of Active and Passive Simple Present by Iraqi M.A. Students

2019 ◽  
Author(s):  
Nawal Fadhil Abbas ◽  
Lina Laith Younus ◽  
Huda Hadi Khalil
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
English Language ◽  
Current Problem ◽  
College Of Education ◽  
Language Transfer ◽  
Foreign Language Learners ◽  
Master Of Arts

Interlanguage fossilization is a crucial dilemma that foreign language learners may fall in. The problem of the present study is shown clearly in the answers of Iraqi students of Master of Arts in the College of Education for Women University of Baghdad. In spite of all the previous years of studying English language, some still have the problem of fossilized active and passive simple present tense. The present study aims at shedding light on the reasons behind the Iraqi students’ problem. An error analysis is applied to critically examine the students’ answers in their final course exam of two courses namely; pragmatics and discourse analysis. Depending on Selinker’s model (1972) of error analysis, students errors are all traced back to the language transfer of their native language. Among the results of analysis the researchers have arrived at a suitable solution for the current problem embodied by Sharwood’s Consciousness-Raising Approach (1981). It is recommended as a psycholinguistic model for defossilization. It is very suitable for mentally matured learners and help to solve the dilemma.

scholarly journals AL-AKHTHA’ FII IKTISAB AL-TSUNAIYAT AL-SHUGHRA

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Miftahul Huda
Keyword(s):  
Saudi Arabia ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learning ◽  
Mother Tongue ◽  
Minimal Pair ◽  
Minimal Pairs ◽  
The Subject ◽  
Child Age

Language acquisition starts from the ability of listening basic letter(iktisab al-ashwat) since child age. The letter of a language is limited in number, and sometimes there is similarity of letters among languages. The similarity of letters in two languages make it easy to learn the language. On the contrary, the obstacle of language learning can be caused by different letters between two languages (mother tongue and second/foreign language). The problem may be caused by minimal pairs (tsunaiyat al-shughro). This research aims at finding out the error of minimal pair acquisition, with the subject of Indonesian students in Jami’ah Malik Saud Saudi Arabia, with the method of error analysis. The study concludes that in iktisab al-ashwat of minimal pairs, the error is around 3,3 %-58,3%. Second: the error on minimal pairs occurs on the letters shift ?? ?? ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ?? , and letter ? to be ?.

scholarly journals Similaritäts- und Kontrastrelationen in einem Lernerwörterbuch. Lemmatisierungsschwierigkeiten

2018 ◽  
Vol 142 ◽  
pp. 229-243
Author(s):  
Hanna Kaczmarek
Keyword(s):  
Foreign Language ◽  
Corpus Analysis ◽  
Contrastive Analysis

Der vorliegende Beitrag setzt sich zum Ziel, aufgrund der kontrastierenden Analyse der gewählten Wörterbuchartikel aufzuzeigen, welche Lexeme in den gängigen deutschen Lernerwörterbüchern als Synonyme bzw. Antonyme fungieren und wie diese lemmatisiert werden. Anschließend wird der Frage nachgegangen, inwieweit die bei den paradigmatischen Austauschklassen stehenden In­formationen dem potentiellen fremdsprachigen Wörterbuchbenutzer bei möglichen Fragestellungen weiterhelfen können.Similarity and Contrast in Learner’s DictionariesThe author carries out a contrastive analysis of some entries selected from monolingual learner’s dictionaries. The analysis shows which linguistic items function as synonyms and antonyms in com­monly used dictionaries and how they are lemmatized. Moreover, the corpus analysis indicates the extent to which the definitions of paradigmatically related entries may help foreign language learn­ers to correctly choose and use appropriate lexemes.

Analysis and classification of errors when shifting from general English to ESP teaching at University (the case of legal translation)

2018 ◽  
Vol 5 (1) ◽  
pp. 148-155 ◽  
Author(s):  
Karine Chiknaverova
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
Introductory Course ◽  
Foreign Language Learners ◽  
Legal Translation ◽  
Sociocultural Characteristics

Teaching legal translation at university causes a number of challenges which are caused by linguistic and sociocultural characteristics of the corresponding original and translation texts and psycholinguistic peculiarities of the second language acquisition process. There are some aspects in teaching legal translation that are rarely under investigation, among them there are issues that arise when shifting from general English to legal translation teaching. The article aims to comprehensively analyse and classify errors that students make during the introductory course of legal translation as well as to reveal the causes thereof. The author is guided by a set of methods including inter alia analysis of research on errors made by foreign language learners, observation and representative method. It concludes with recommendations related to teaching legal translation at the introductory level, summarises sources, types of errors and the ways to minimise and avoid them. Keywords: Teaching legal translation, ESP, ESL, error analysis.

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