scholarly journals COMPARATIVE ERROR ANALYSIS IN ENGLISH WRITING BY FIRST, SECOND, AND THIRD YEAR STUDNETS OF ENGLISH DEPARTMENT OF FACULTY OF EDUCATION AT CHAMPASACK UNIVERSITY

2016 ◽  
Vol 17 (1) ◽  
pp. 74
Author(s):  
Nokthavivanh Sychandone
Keyword(s):  
Error Analysis ◽  
Classification Error ◽  
Error Sources ◽  
English Writing ◽  
Grammatical Rule ◽  
Error Explanation ◽  
Faculty Of Education ◽  
Lexical Errors ◽  
Comparative Error ◽  
Error Types

levels. To investigate the error types, the frequency of error types, the similarities and difference of errors and the last to find the error sources that occur in first, second and third year learners. Error analysis is one type of linguistic study and it focuses on learners’ error making. The linguistic category and surface strategy taxonomy are used to find out the types of error. The analysis the phenomenon based on Brown (1980) namely, error identification, error classification, Error description and error explanation. The data from students’ writing products, 54 pieces in three levels andthe total errors are 571 erroneous sentences. There are two types of errors, namely lexical errors and syntactical errors; eight error categories and twenty-seven error cases. The second year learners made the most error 263 errors or 46, 05% whilefirst year learners produced 229 errors or 40, 10% and third year learners made 79 errors or 13, 83%. There are similarity in errors types, five similar categories and five error cases, but there are three different error categories and eighteen error cases. The main error sources, learners had lack knowledge of English grammatical rule. The overgeneralization (265 errors or 46, 40%) influences learners’ error, language transfer (199 errors or 34, 85%) still interfere learners’ acquisition and simplification (107 errors or 18, 73%) is one factor that effect learners’ errors.

scholarly journals Coconuts and curtain cakes: The production of wh-questions in ASD

2021 ◽  
Vol 6 ◽  
pp. 239694152098295
Author(s):  
Nufar Sukenik ◽  
Eléonore Morin ◽  
Naama Friedmann ◽  
Philippe Prevost ◽  
Laurice Tuller
Keyword(s):  
Error Analysis ◽  
Language Disorder ◽  
Syntactic Structure ◽  
Autism Spectrum ◽  
Production Rates ◽  
Fine Grained ◽  
Depth Analysis ◽  
Wh Questions ◽  
Analysis Of Error ◽  
Error Types

Background and aims Children with autism spectrum disorders (ASD) have been found to exhibit difficulties in wh-question production. It is unclear whether these difficulties are pragmatic or syntactic in nature. The current study used a question elicitation task to assess the production of subject and object wh-questions of children with ASD in two different languages (Hebrew and French) wherein the syntactic structure of wh-questions is different, a fact that may contribute to better understanding of the underlying deficits affecting wh-question production. Crucially, beyond the general correct/error rate we also performed an in-depth analysis of error types, comparing syntactic to pragmatic errors and comparing the distribution of errors in the ASD group to that of children with typical development (TD) and children with Developmental Language Disorder (DLD). Results Correct production rates were found to be similar for the ASD and DLD groups, but error analysis revealed important differences between the ASD groups in the two languages and the DLD group. The Hebrew- and French ASD groups were found to produce pragmatic errors, which were not found in children with DLD. The pragmatic errors were similar in the two ASD groups. Syntactic errors were affected by the structure of each language. Conclusions Our results have shown that although the two ASD groups come from different countries and speak different languages, the correct production rates and more importantly, the error types were very similar in the two ASD groups, and very different compared to TD children and children with DLD. Implications: Our results highlight the importance of creating research tasks that test different linguistic functions independently and strengthen the need for conducting fine-grained error analysis to differentiate between groups and gain insights into the deficits underlying each of them.

scholarly journals Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders

2021 ◽  
pp. 136700692199681
Author(s):  
Teresa Kieseier
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Social Background ◽  
Target Language ◽  
Error Sources ◽  
Common Error ◽  
Language Background ◽  
Background Factors ◽  
Language Groups ◽  
Error Types

Aims and Objectives: We compared speech accuracy and pronunciation patterns between early learners of English as a foreign language (EFL) with different language backgrounds. We asked (1) whether linguistic background predicts pronunciation outcomes, and (2) if error sources and substitution patterns differ between monolinguals and heterogeneous bilinguals. Methodology: Monolingual and bilingual 4th-graders ( N = 183) at German public primary schools participated in an English picture-naming task. We further collected linguistic, cognitive and social background measures to control for individual differences. Data and Analysis: Productions were transcribed and rated for accuracy and error types by three independent raters. We compared monolingual and bilingual pronunciation accuracy in a linear mixed-effects regression analysis controlling for background factors at the individual and institutional level. We further categorized all error types and compared their relative frequency as well as substitution patterns between different language groups. Findings: After background factors were controlled for, bilinguals (irrespective of specific L1) significantly outperformed their monolingual peers on overall pronunciation accuracy. Irrespective of language background, the most frequent error sources overlapped, affecting English sounds which are considered marked, are absent from the German phoneme inventory, or differ phonetically from a German equivalent. Originality: This study extends previous work on bilingual advantages in other domains of EFL to less researched phonological skills. It focuses on overall productive skills in young FL learners with limited proficiency and provides an overview over the most common error sources and substitution patterns in connection to language background. Significance/Implications: The study highlights that bilingual learners may deploy additional resources in the acquisition of target language phonology that should be addressed in the foreign language classroom.

scholarly journals AN ERROR ANALYSIS OF ARGUMENTATIVE ESSAY (CASE STUDY AT UNIVERSITY MUHAMMADIYAH OF METRO)

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Fenny - Thresia
Keyword(s):  
Data Analysis ◽  
Error Analysis ◽  
English Writing ◽  
The Third ◽  
The Subject ◽  
The Common ◽  
Learner Language

The purpose of this study was study analyze the students’ error in writing argumentative essay. The researcher focuses on errors of verb, concord and learner language. This study took 20 students as the subject of research from the third semester. The data took from observation and documentation. Based on the result of the data analysis there are some errors still found on the student’s argumentative essay in English writing? The common errors which repeatedly appear are verb. The second is concord, and learner languages are the smallest error. From 20 samples that took, the frequency the errors of verb are 12 items (60%), concord are 8 items (40%), learner languages are 7 items (35%). As a result, verb has the biggest number of common errors.

The Effect Of Using Error Analysis On Basic - Ninth Grade Students' English Writing Skills

2021 ◽  
pp. 1
Author(s):  
ذكريات على الصبيحات ◽  
عبدالله أحمد بني عبدالرحمن
Keyword(s):  
Error Analysis ◽  
Writing Skills ◽  
Ninth Grade ◽  
English Writing ◽  
Ninth Grade Students

Land Classification Research

2017 ◽  
pp. 242-253
Author(s):  
Michael N. DeMers
Keyword(s):  
Remote Sensing ◽  
Error Analysis ◽  
Research Agenda ◽  
Classification Error ◽  
Technological Changes ◽  
Land Classification ◽  
Geographic Scale ◽  
Economic Implications ◽  
Wide Range ◽  
Digital Pixel

Land classification is so central to geography that its use, and the use of its derivative and corresponding products, is seldom even questioned. Since its earliest implementations land classification has adapted to changes in geographic scale and in the nature of the categorical systematics upon which it is based. Land classification has changed in its techniques and in how it adapts to technological changes, particularly those related to remote sensing and geographic information systems. The adaptation of land classification to digital pixel-based classification spawned a wide range of land classification error analysis techniques. These techniques do not easily transfer to non-pixel based classification error analysis as recent research on rapid land assessment methodologies and land change error analysis has shown. This disparity suggests a need to reevaluate the very nature of land classification research. To begin such an evaluation, this lecture provides a retrospective on the roots of land classification research, examines some of the milestones of that research, and describes the divergent paths such research has taken. It examines the importance of land classification in these times of ever decreasing global resources, and reviews its potential legal, social, and economic implications. Based on this retrospective, this paper advances the need for geographic researchers to envision land classification not only as a set of techniques, but more generally to focus on systematic geography in all its facets as a research agenda in its own right.

Miss Distance Error Analysis of Strapdown Seeker Imaging System

2013 ◽  
Vol 753-755 ◽  
pp. 1976-1979
Author(s):  
Yang Bai
Keyword(s):  
Time Delay ◽  
Measurement Error ◽  
Error Analysis ◽  
Imaging System ◽  
Line Of Sight ◽  
Tracking Errors ◽  
Error Sources ◽  
Key Factor ◽  
Time Correction ◽  
Miss Distance

Providing an exact miss distance is the goal of strapdown seeker imaging system. Real-time correction of target miss distance is always introduced. The values of miss distance are the key factor influencing exactness of LOS (line of sight) rates. Thus the miss distance needs to be stable. Three key measurement error sources of strapdown seeker imaging system are analyzed. There are imaging errors, tracking errors and time delay errors. The causes of different errors are discussed in this paper. The influence of the errors on outputting of miss distance is analyzed. The goal of image error analysis is to reduce the errors. Finally, some methods for reducing error are presented.

scholarly journals Error patterns in Portuguese students’ addition and subtraction calculation tasks

2018 ◽  
Vol 12 (1) ◽  
pp. 67-82 ◽  
Author(s):  
Silvana Maria R. Watson ◽  
João Lopes ◽  
Célia Oliveira ◽  
Sharon Judge
Keyword(s):  
Error Analysis ◽  
Procedural Knowledge ◽  
Individual Performance ◽  
Northern Region ◽  
Hierarchical Regression ◽  
Error Type ◽  
Common Error ◽  
Content Type ◽  
Addition And Subtraction ◽  
Error Types

PurposeThe purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks.Design/methodology/approachThe researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student completed a written assessment of mathematical knowledge. A system code (e.g. FR = failure to regroup) has been used to grade the tests. A reliability check has been performed on 65 per cent randomly selected exams.FindingsData frequency analyses reveal that the most common type of error was miscalculation for both addition (n= 164; 38.6 per cent) and subtraction (n= 180; 21.7 per cent). The second most common error type was related to failure to regroup in addition (n= 74; 17.5 per cent) and subtraction (n= 139; 16.3 per cent). Frequency of error types by grade level has been provided. Findings from the hierarchical regression analyses indicate that students’ performance differences emerged as a function of error types which indicated students’ types of difficulties.Research limitations/implicationsThere are several limitations of this study: the use of a convenient sample; all schools were located in the northern region of Portugal; the limited number of problems; and the time of the year of assessment.Practical implicationsStudents’ errors suggested that their performance in calculation tasks is related to conceptual and procedural knowledge and skills. Error analysis allows teachers to better understand the individual performance of a diverse group and to tailor instruction to ensure that all students have an opportunity to succeed in mathematics.Social implicationsError analysis helps teachers uncover individual students’ difficulties and deliver meaningful instruction to all students.Originality/valueThis paper adds to the international literature on error analysis and reinforces its value in diagnosing students’ type and severity of math difficulties.

A Comparative Error Analysis of Current Time-of-Flight Sensors

2016 ◽  
Vol 2 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Peter Fursattel ◽  
Simon Placht ◽  
Michael Balda ◽  
Christian Schaller ◽  
Hannes Hofmann ◽  
...  
Keyword(s):  
Error Analysis ◽  
Time Of Flight ◽  
Current Time ◽  
Comparative Error

Error Analysis and Calibration of Gyro-Stabilized Platform for Electro-Optical Pointing System

2011 ◽  
Vol 141 ◽  
pp. 264-269 ◽  
Author(s):  
Xiao Yao Zhou ◽  
Ya Fei Lu ◽  
Zhi Yong Zhang ◽  
Da Peng Fan
Keyword(s):  
Error Analysis ◽  
Linear Model ◽  
Physical Meaning ◽  
Error Sources ◽  
Pointing Accuracy ◽  
Novel Method ◽  
Stabilized Platform ◽  
System Errors

A novel method in the solution of the pointing problem for electro-optical pointing system (EOPS) is presented in this paper. Firstly, the error sources are analyzed in detail. And then, a linear model whose parameters have definitely physical meaning is developed to improve pointing accuracy. Extensive experiments have been carried out and the results show that the system errors can be eliminated by the model effectively and the pointing accuracy of the azimuth and elevation axes have been improved from 0.4541º and 0.2959º to 0.038º and 0.031º respectively.

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