Error Analysis in Intermediate Students of English First (EF) Delta Plaza Surabaya Writing Test

2017 ◽  
Vol 1 (1) ◽  
pp. 9-16
Author(s):  
Pipit Ertika Daristin
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Teaching English ◽  
Intermediate Students ◽  
English Grammar ◽  
Writing Test ◽  
Grammatical Errors ◽  
Learning English

The main purpose of this article is to discuss the importance of error analysis in the teaching of English as a foreign language. Although errors are bad things in learning English as a foreign language, error analysis is advantageous for both learners and teachers. For learners, error analysis is needed to show them in what aspect in grammar which is difficult for them, whereas for teachers, it is required to evaluate them whether they are successful or not in teaching English. In this article, the writer presented some English sentences containing grammatical errors. These grammatical errors were analyzed based on the theories presented by the linguists. This analysis aimed at showing the students the causes and kinds of the grammatical errors. By this way, the students are expected to increase their knowledge on the English grammar.

scholarly journals The Usage Of An Audio-Linguistic Method Of Learning English As A Foreign Language By Intermediate Students

2021 ◽  
Vol 03 (02) ◽  
pp. 300-305
Author(s):  
Fazilatkhon Ikromova Vohidjon Qizi ◽  
◽  
Qarshiyeva Shakhnoza Valiyevna ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching English ◽  
Intermediate Students ◽  
General Methodology ◽  
Learning English

This article describes the aspects of audio- lingual method of language learning. As a conclusion, the main advantages of the method, in the case of its application as an integral part of the methodology of teaching English as a foreign language, and disadvantages that may occur in the case of its autonomous or remote use. Thus, we can say that the audio-lingual method will be a weighty addition to the general methodology of teaching English as a foreign language.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

Traditional Singing Games in English for Teaching Modules Developed According to the Interests of Primary School Students

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Penka Kuneva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching And Learning ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Teaching Modules ◽  
Singing Games ◽  
Learning English

The report discusses traditional singing games in English and the benefits of their use in teaching English as a foreign language, especially in teaching modules developed according to the interests of primary school students. A review of scholarly articles has been made and some conclusions about using singing games in teaching and learning English as a foreign language has been presented.

scholarly journals Analysis of Errors Made by Iraqi University Students in the Area of English Relativization System

2020 ◽  
Vol 2 (1) ◽  
pp. 107-115
Author(s):  
Abbas Naethel
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
University Students ◽  
Relative Clause ◽  
Native Language ◽  
Target Language ◽  
The University ◽  
Made In ◽  
Learning English

This study aims at giving an account of an analysis of errors made by Iraqi university students in the area of English Relativization system. It focuses mainly on dealing with the investigation of the syntactic errors committed by Iraqi students in English relative clause. This causes a major problem for university students learning English as a foreign language. This comes from the students' interlingual and intralingual strategies. This also indicates that the university students seem to depend on the target language (TL) system rather than on that of the native language (NL). The technique used is an error analysis which Wilkins (1972) highlights its value in giving "greater understandings of the difficulties that learners face, and will perhaps assist in the development of pedagogic strategies." (p. 206). After analyzing and interpreting the errors made in the 100 students' compositions, some recommendations are given.

scholarly journals Authentic-interactive activities to promote oral production on a virtual platform

2020 ◽  
pp. 26-35
Author(s):  
Norma Flores-González
Keyword(s):  
Instructional Design ◽  
Foreign Language ◽  
Quantitative Approach ◽  
Teaching English ◽  
Oral Production ◽  
Communicative Strategies ◽  
Teachers And Students ◽  
Virtual Platform ◽  
Authentic Activities ◽  
Learning English

Implementing learning or communicative strategies are not enough to develop oral production when learning English as a Foreign language; indeed, it is necessary to provide authentic activities that engage students in the act of speaking. The objective of this research is to know if the interactive activities operated in the Moodle platform promote oral production and identify the possible association between their scores from the instructional design and their speaking level from a standardized exam. For this, a longitudinal quantitative approach was carried out during spring 2020 in the Teaching English Bachelor at BUAP, having a sample of 20 subjects. The results demonstrated that the use of authentic-interactive activities improved the students’ speaking competence significantly. Furthermore, this study pretends to contribute with useful theoretical information for teachers and students who want to select appropriate tasks to improve this competence. It is essential to clarify that this is an innovative study since it promotes the use of activities and strategies mediated by technology asynchronously and synchronously, which are flexible and suitable for students’ needs in times of contingence.

scholarly journals Linguocultural approach as means of managing learning strategies when teaching a foreign language

2021 ◽  
Vol 97 ◽  
pp. 01041
Author(s):  
Anastasia Sinichkina ◽  
Lilya Faizrahmanova ◽  
Rezeda Muhtarova
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Positive Impact ◽  
Social Strategies ◽  
English Grammar ◽  
Questionnaire Method ◽  
Learning English

The article deals with the survey conducted upon the basis of the Pedagogical University with the students learning English as a foreign language. The study is aimed at finding the correlation between applying the linguocultural approach and improving students’ leaning strategies implication. Thus, the study defined the positive impact of the linguocultural approach upon the frequency of learning strategies usage by the students. The study deals with such types of learning strategies as common, metacognitive, affective, and social strategies implemented by the students learning English grammar and phonetics. The authors of the article used a questionnaire method to assert the fact that linguocultural approach has positive impact upon the development of the students’ learning strategies depending upon their gender and national peculiarities.

scholarly journals An Arabic text as content in an Indonesian EFL setting: Trans-language

2020 ◽  
Vol 2 (2) ◽  
pp. 128-142
Author(s):  
Safi Aini
Keyword(s):  
Foreign Language ◽  
Teaching Material ◽  
English Learning ◽  
Arabic Text ◽  
Teaching Materials ◽  
Passive Voice ◽  
Islamic School ◽  
Parts Of Speech ◽  
English Grammar ◽  
Learning English

Maynard and Furlong (1995) state that teaching materials should be something that students can relate to, and that occupy students’ interests. They assert that teachers must recognise what students already know about material to be learnt, and introduce teaching material which students are somewhat familiar with. This study was conducted at an Islamic school where the English teachers fostered a culture of English learning using content embedded in Islamic theme. This was manifested in Arabic textbooks, which were used as a resource for learning English, and as a basis for translation and communicative language activities. The purpose of this study is to examine learners’ perceptions about the use of Arabic texts as a resource for learning English as a foreign language (EFL). The results show that through a trans-language approach, learners can improve their English vocabulary, understand parts of speech of translated English words, improve their use of English grammar, especially regarding tenses, learn how to translate, and speak English more fluently, since they understand the content of the textbooks. However, they also have difficulty in making English sentences in the passive voice, and in pronouncing English words.

scholarly journals The Effectiveness of Using Games for Developing Young Learners’ Grammar Competence

2019 ◽  
Vol 16 (2) ◽  
pp. 49-61
Author(s):  
Polona Lilić ◽  
Silva Bratoz
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Review Of The Literature ◽  
Teaching English ◽  
Grammar Teaching ◽  
English Grammar ◽  
Young Learners ◽  
Teaching Grammar ◽  
Meaningful Communication

The main aim of this paper is to explore the effectiveness of using games in teaching English grammar to young learners. Today there is an overall agreement among researchers in foreign language teaching and language acquisition that grammar should be taught at all levels of instruction, including to young learners, bearing in mind that it should be considered in the context of meaningful communication. The paper first presents a review of the literature in the area of grammar teaching and using games for language teaching purposes. The second part presents the results of an experimental study aimed at testing the hypothesis that activities based on grammar games are a more efficient strategy for teaching grammar than more traditional ELT activities. The results of the experiment prove the efficacy of using grammar games in teaching grammar to young learners.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

scholarly journals A Study of Written Errors of Iranian Learners: A Systematic Review

2020 ◽  
Vol 10 (8) ◽  
pp. 982
Author(s):  
Ali Akbar Khansir ◽  
Farhad Pakdel
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
English Learners ◽  
English Language ◽  
Written Language ◽  
English Grammar ◽  
Effective Strategies ◽  
The World ◽  
English System ◽  
Iranian Students

The collection of this systematic article was an attempt to show a survey of current activities in the field of error analysis in English language from 2012 to 2018 in Iran. In the country, English is being taught as Foreign Language from middle school. Khansir and Gholami Dashti (2014) mentioned that English accepted as language to pass in the examination. However, English system in this country often put on formal accuracy and teachers focus on the teaching of English grammar in their classes. Error analysis approach has been a widely discussed topic for more than 60 years over the world. However, all the findings of this paper from previous research works on error analysis can be good reasons in order to guide and help reduce such errors in the written language of Iranian students in EFL setting and the results of this work can also be used to as a guide for English learners over the world.  This article identifies and presents the major reasons leading to the English written errors among the Iranian learners. Finally, it reports the effective strategies and suggestions for helping the students to improve their English language. The researchers of this study studied 178 papers in this process and 37 of the papers were relevant.

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