scholarly journals Analysis of misuse of parts of speech in English writing by Chinese English learners

2018 ◽  
pp. 47-49
Author(s):  
Xiaole Liu ◽  
Xijiang Li
Keyword(s):  
English Learners ◽  
English Language ◽  
Negative Transfer ◽  
Point Of View ◽  
Chinese People ◽  
Parts Of Speech ◽  
English Writing ◽  
Teachers And Students ◽  
Chinese English Learners ◽  
Made In

This paper analyzes from the point of view of a negative transfer of the native language the misuses of parts of speech by Chinese students in a letter in English; the authors also find out the main causes of misunderstandings. Based on the research and analysis two preliminary proposals are made in order to help Chinese people avoid such kinds of errors. The authors point out that both teachers and students should pay enough attention to this kind of mistake and apply correct and effective methods to teach and learn the English language.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

scholarly journals Analysis of Negative Transfer in Junior High Students’ English Writing Errors

2018 ◽  
Vol 6 (7) ◽  
pp. 80-88
Author(s):  
Yang Xueping
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Negative Transfer ◽  
Junior High ◽  
Research Subjects ◽  
School Students ◽  
English Writing ◽  
Junior High Students ◽  
Teachers And Students ◽  
Writing Errors

It has become a very significant topic that how to help students overcome the Chinese negative transfer in English writing. This research attempts to investigate the main types of errors made by junior middle school students in their English writing, then to explore the causes of the identified errors, in order to avoid these types of errors. The research subjects are 107 students from two classes in grade eight of No.10 Middle School of Nanchong. Questionnaire and composition writing are used as instruments in this research. It hopes that, this paper can help teachers and students to overcome the influence of Chinese negative transfer, improve students’ English writing.

The statistics of English in China

English Today ◽  
2012 ◽  
Vol 28 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Rining Wei ◽  
Jinzhi Su
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Turn Of The Century ◽  
National Language ◽  
Chinese People ◽  
The World ◽  
Populous Country

In the mid-1980s, Crystal (1985) lamented that there were no reliable figures available for the number of learners to whom English is taught as a foreign language in many regions of the world, and that ‘China has always been excluded from the statistical reviews, because of the shortage of information from inside the country’ (Crystal, 1985: 9). More recently, Bolton (2008: 6) similarly notes that because of ‘the absence of accurate language surveys’ academics have to make educated guesses regarding the total number of those learning/knowing English. The figure of the total English learners/users in China has been estimated to be somewhere between 200 and 350 million (cf. Bolton, 2003: 48; Kachru, 1997; McArthur, 2003; Zhao & Campbell, 1995; Graddol, 2006: 95). Fortunately, a national language survey in China conducted at the turn of the century does provide some hard statistics on the number of English language learners/users in the world's most populous country, and also sheds some light on the realities of use of English and English proficiency among the Chinese people.

AN ACCOUNT OF ENGLISH LEARNERS’ DIFFICULTIES IN DEALING WITH SIMPLE SENTENCES

2019 ◽  
Vol 12 (3) ◽  
pp. 45-58
Author(s):  
Mădălina Cerban ◽  
◽  
Georgiana Reiss
Keyword(s):  
English Learners ◽  
Mother Tongue ◽  
Point Of View ◽  
Simple Sentence ◽  
English Grammar ◽  
Indirect Object ◽  
Teachers And Students ◽  
Prepositional Object ◽  
Adverbial Modifiers ◽  
Simple Sentences

The syntax of simple sentences is generally considered by both teachers and students to be one of the most challenging parts of English grammar. We thus decided to determine the reasons why most students find it difficult to understand and assimilate grammatical factors related to simple sentences. To do so, we carried out a study focused on exploring the mistakes made by our students. The target group, which comprised 88 second-year students both majoring and minoring in English, was given a two-part test. The total exam time was 1 hour and 40 minutes, preceded by a 10-minute briefing during which the students were given specific instructions. The first part of the exam asked students to identify the constituents of the sentence by type, namely phrases, to distinguish the head words and analyse them from a syntactic point of view. As regards the second part of the test, the students were to translate a number of simple sentences from Romanian into English, and also to indicate the syntactic functions of the sentence constituents. After analysing our students’ papers, we drew up a list of recurrent mistakes. In particular, students had difficulty identifying the predicative and differentiating between the two types of predicate. Some confused the direct object with the indirect object and vice versa, as well as the prepositional object and the indirect object. Moreover, they mixed up several types of adverbial modifiers. Though the overall translation of the sentences was quite good, the recognition of the constituents and their syntactic functions revealed several types of mistakes. The main problem also lay in the identification of predications, together with the types of objects. Further, we noticed that the students did not pay attention to the topic of the simple sentence. The second part of the test proved that, in some cases, the students’ mother tongue had both advantages and drawbacks. Last but not least, our study offers insight into the grammatical aspects that pose problems for students and can contribute to improving teaching strategies regarding simple sentences.

scholarly journals A Computer-Aided Analysis on Word Form Errors in College English Writing — A　Corpus-based Study

2016 ◽  
Vol 11 (03) ◽  
pp. 4 ◽  
Author(s):  
Huaqing He
Keyword(s):  
English Learners ◽  
Quantitative Methods ◽  
English Language ◽  
English Language Teaching ◽  
Word Form ◽  
English Writing ◽  
Qualitative And Quantitative Methods ◽  
Form Errors ◽  
Significant Difference ◽  
Computer Aided

Based on contrastive analysis and computer-aided error analysis, this paper uses qualitative and quantitative methods to explore word form errors committed by Chinese non-English majors in their writing, collected in Chinese Learner English Corpus (CLEC). The aim is to offer English learners some help in the methods to improve their English writing proficiency and yield some suggestions on English language teaching. The main findings are as follows: (1) the word form errors account for 29.42% of the total language errors; (2) there is a negative correlation between word form errors and writing quality; (3) there is a significant difference in word form errors committed by college learners of different writing ability. In the end, the reasons for word form errors are analyzed and some pedagogical suggestions are put forward.

scholarly journals On comparative study of deverbal nominalizations denoting process and result in Lithuanian and English

2020 ◽  
Vol 11 ◽  
pp. 159-177
Author(s):  
Solveiga Sušinskienė ◽  
◽  
Jolanta Vaskelienė
Keyword(s):  
Quantitative Analysis ◽  
English Language ◽  
Word Formation ◽  
Point Of View ◽  
Qualitative And Quantitative Analysis ◽  
Parts Of Speech ◽  
Qualitative And Quantitative ◽  
The Family ◽  
Concrete Nouns ◽  
Empirical Material

Although the Lithuanian and English languages are bound within the family of IndoEuropean languages, the typological differences between the two languages lie in the system of inflectional and derivational morphology. The paper analyses the concept of nominalization and discusses the deverbal process and result nominalizations in Lithuanian and English. For the comparative qualitative and quantitative analysis, 965 equivalents of deverbal nouns have been selected from the “Parallel Corpus”. Out of them, 802 examples belong to the category of deverbal process nouns, whilst the category of deverbal result nouns includes 163 examples. From the point of view of morphology, in both languages nominalization is a word-formation process by which a noun is derived from a verb, adjective or another noun, or even other parts of speech, usually through suffixation and by adding the ending in the Lithuanian language. Two types of nominalization can be found across languages: lexical and syntactic. Lexical nominalization refers to the formation of deverbal nouns or nominal words derived from the verb or a nominal word, and syntactic nominalization refers to turning a clause into a noun phrase. In summary, the investigation of the derivational affixes of deverbal nouns in Lithuanian and their equivalents in English has revealed the following differences: in Lithuanian, the deverbal nominalizations – deverbal process nouns and deverbal result nouns – can be formed with 132 suffixes and 5 endings, whilst in English – with 10 suffixes and by employing the derivational strategy of conversion. Also, the analysis of the empirical material revealed that the suffix -imas/-ymas in Lithuanian prevails in forming deverbal process nouns (they make 73 per cent of all deverbal process nouns), while the suffix -inys is the most prolific in forming deverbal result nouns (they make 38 per cent of all deverbal result nouns). The English equivalents usually have the suffix -ion/-tion/-sion/-ation, quite many derivatives have the suffix -ing. It should be noted that deverbal nominalizations in the Lithuanian language often correlate with abstract and concrete nouns (non-derivatives) in the English language: 23 per cent of all derivatives in Lithuanian have more than one equivalent (derivative or non-derivative) in English.

scholarly journals A Survey on importance of English skills for Academics and future growth of scholars

2021 ◽  
pp. 1-18
Author(s):  
Adla Padma
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Writing ◽  
Initial Stage ◽  
The World ◽  
Teachers And Students ◽  
Global World ◽  
Future Growth

Nishanthi, R. (2018) In this paper, what is the importance of English language for researchers, Teachers and students to improve their communication around the world. Initial stage faced lot of struggles to learn English, but practicing more get the fluency and increase opportunities in global world. It can be useful for different purposes like education, Transportation, Travel, Business, Entertainment and many more. English is a international tongue, because of that everyone should practice and learn the Language by that we can grow up our personal and professional life's[1].Li, F., Ren, J., & Zhao, H. (2016) Author conducted a survey on English writing skills and related problems to analyze the difficulties of students in writing skills.

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