scholarly journals Students Error Analysis in Using Adjective Clauses “Who and Whom” In Present Continues Tense

2019 ◽  
Vol 5 (1) ◽  
pp. 37-44
Author(s):  
Nur Halimah
Keyword(s):  
Error Analysis ◽  
Mother Tongue ◽  
First Language ◽  
First Grade ◽  
Target Language ◽  
Cause Of Error ◽  
Student Test ◽  
And Function ◽  
Language Influence

dominant kinds of errors and the cause of errors made by the first grade of MA Integral Hidayatullah   Makbusun. The data were taken from the erroneous adjective clauses “who and whom” in present continues tense . The test was given by the researcher to the students at MA Integral Hidayatullah Makbusun in the first grade that consists of fifteen students. In analyzing the data, the writer took the result of student test as technique of collecting data. The writer calculated the frequency of errors for each kind and also counted the percentages of errors in the form of table to determine the dominant kind of errors. Finally, the researcher analyzed the cause of errors.  After analyzing the data, the researcher found 56% in used who and 69% in used whom. The researcher found kinds of errors There are addition (20 errors or 11.76 %), ommision (44 errors or 25.88 %), subtitution (69 errors or 40.59 %) and ordering (37 error or 21.76%). Therefore, the subtitution error has the highest frequency (69 errors or 40.59%). It proved that the students do not understand the pattern and function of adjective clauses “who and whom” sentence since they often ignore to put an item needed in the well-formed adjective clause sentence. In this research, the writer found that those errors are caused the cause by three types, that is first language interference, overgeneralization, and ignorance of rule restriction. And factors cause of error are interlangual transfer and intralingual transfer. Interlangual transfer is the errors caused by the mother tongue influence. While, intralingual transfer is the error caused by the target language influence.

scholarly journals NATIVE AND TARGET LANGUAGE INFLUENCE ON THE STUDENTS’ INTERLANGUAGE PRODUCTION: A CASE OF INDONESIAN EFL COMPOSITIONS

2017 ◽  
Vol 7 (1) ◽  
pp. 54
Author(s):  
Endang Fauziati Fauziati
Keyword(s):  
Error Analysis ◽  
Learning Strategy ◽  
Native Language ◽  
First Language ◽  
Target Language ◽  
Intention To Use ◽  
Linguistic System ◽  
Efl Students ◽  
Learner Language ◽  
Language Influence

English compositions written by Indonesian EFL students contain erroneous sentences which portray learner language. The errors are neither of their native language nor the target language, but containing linguistic system from both. This is called an interlanguage. This study focuses on one of interlanguage features, that is, permeability, meaning the susceptibility of interlanguages to infiltration by first language and target language rules or forms. It aims to provide empirical evidence of the permeability of the students’ interlanguage production by describing the types and degree of the native and target language influence and explaining the possible causes of the influences. The data were 264 ill-formed sentences elicited from their English free compositions. Error analysis and interlanguage analysis were used as framework for collecting, identifying, describing, and explaining the data. The results indicate that their interlanguage production was influenced by their native language and the target language at both lexical and syntactical level. The dominant native language influence was on vocabulary (i.e. Indonesian borrowings) and the target language influence was on grammar (i.e. verb tenses). The native language influence had a little lower frequency compared with that of the target language. The main source of the influence was their possession of two language systems in their mind was activated regardless of their intention to use one language only. The native language influence was due to the good mastery of the native language and the limited knowledge of the target language. The target language influence was due to the learning strategy used.

scholarly journals A Survey on the Effectiveness of Mother Tongue on Learning L2 Vocabulary by Iranian Pre-intermediate EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 113
Author(s):  
Mohammadreza Khodareza ◽  
Maryam Kaviani
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Proposal A ◽  
Post Test ◽  
Objective Structures ◽  
L2 Vocabulary ◽  
Learning English

<p>This study investigated the role of mother tongue on learning English vocabulary by Iranian pre-intermediate EFL learners. For this purpose, 30 female pre-intermediate learners were chosen. After administering a Nelson test participants were selected from the intact classes at Foreign Language Institute in Babol. These 30 partners were randomly allocated to 2 gatherings (one laboratory and the other control) each comprising of 15 partners. The participants received a pre-test comprising 70 English words to ensure that they did not have previous information of objective structures. Experimental group received their instruction, meaning of each target word, and translation of target words with their mother tongue (Persian). But control group just received target language (English) for all activities or instructions. Both teacher and students in this group didn’t allow using Persian. After the treatment, the same pre-test was given to the participants as a post-test to measure the effectiveness of therapy gained. After collecting the data, to respond the research proposal, a t-test was conducted. The results indicated that first language had significant effect on learning English words. The findings of this study are considered to be useful in methodology issue.</p>

scholarly journals Cross-linguistic influence in the writing of an Italian learner of English as a foreign language: An exploratory study

2011 ◽  
pp. 50
Author(s):  
Claudia Marcela Chapetón
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Mother Tongue ◽  
First Language ◽  
Written Production ◽  
Language Influence

This paper is based on the analysis of the nature of the first language influence on the written production of an Italian learner of English as a foreign language. The goal of the present exploratory study is to examine how cross-linguistic influence manifests itself at the level of syntax and lexis. Findings suggest that forms and  meanings in the L2 are expressed and shaped by the learner’s knowledge and use of  the foreign language as well as by the influence of the mother tongue.

scholarly journals The Kinds of the Linguistic Interference

2021 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Sayana Movsum Baghirova
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
Scientific Literature ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
The Other ◽  
Target Language ◽  
Teacher Student ◽  
Linguistic Interference

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

Last in First Out?

2007 ◽  
Vol 78 ◽  
pp. 131-139 ◽  
Author(s):  
Merel Keijzer
Keyword(s):  
Second Language ◽  
Research Design ◽  
Experimental Research ◽  
Mother Tongue ◽  
First Language ◽  
Linguistic Development ◽  
English Speaking ◽  
Children First ◽  
Language Influence

This paper examines whether the order in which Dutch emigrants in the English-speaking part of Canada lose their first language is the reverse of that in which Dutch-speaking children first acquire their mother tongue. This idea, captured in the regression hypothesis, has not been extensively tested so far. Through an experimental research design, the study shows that regression does obtain in the case of morphology, but that syntax is more dominated by second language influence from English. The results furthermore indicate that regression is a much more subtle phenomenon than has previously been assumed with attriters showing more parallels with advanced L1 acquirers than with children in the initial stages of their linguistic development.

MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM

2016 ◽  
Vol 13 (1) ◽  
pp. 50-66
Author(s):  
Blandina Makina
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Language Proficiency ◽  
Intermediate Phase ◽  
Mother Tongue ◽  
First Language ◽  
Home Language ◽  
Learning And Teaching ◽  
Slow Development ◽  
And Function

The South African Language in Education Policy (LiEP) makes provision for learners to be taught in their first language in the first three years of schooling. In accordance with this language policy, in most public schools, learners are taught in their home language in the first three years of school. In grade 4, which is the beginning of the intermediate phase, English - the second language (L2) – becomes the language of learning and teaching (LoLT) across all subjects except the mother tongue. Contrary to expectations, by grade 4, learners in disadvantaged environments have barely developed sufficient reading and writing skills in their home language to make a successful transition and function effectively in the L2. This paper is based on insights from lesson observations and interviews of three Grade 4 teachers of English as a Second Language. It documents the accommodation strategies used to help learners manipulate the language of learning and teaching (LoLT). Findings indicate that the translanguaging processes involved in making English part of the learners’ linguistic repertoire are heavily embedded in the home language, resulting in very slow development of the learners’ language proficiency in English. Recommendations are made on how to enable teachers to assist their learners to bridge this transition gap.

A second language classic reconsidered - the case of Schachter's avoidance

1992 ◽  
Vol 8 (3) ◽  
pp. 251-277 ◽  
Author(s):  
Tadamitsu Kamimoto ◽  
Aki Shimura ◽  
Eric Kellerman
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
First Language ◽  
Original Study ◽  
Subsequent Work ◽  
Language Form ◽  
And Function ◽  
Language Literature

This article reconsiders one of the classic articles in the second language literature, Schachter's 'An error in error analysis', in the light of subsequent work on avoidance. Such work is essentially of two kinds, either building on and refining the concept of avoidance, or offering alternative explanations for Schachter's findings. While avoidance as a genuine phenomenon is not proved or disproved by Schachter's data, hypotheses based on her figures suffer from the lack of methodological detail in her original study. In order to be able to establish whether avoidance is a feasible explanation for relative underproduction by a group of learners, it is necessary to look at the first language form, distribution and function of the entity supposedly being avoided in the L2 as well as the means being used to establish whether and to what extent the entity is already part of the L2 knowledge of members of that group.

Emblematic gestures learning in Spanish as L2/FL: Interactions between types of gestures and tasks

2021 ◽  
pp. 136216882110068
Author(s):  
Helena S. Belío-Apaolaza ◽  
Natividad Hernández Muñoz
Keyword(s):  
Empirical Research ◽  
Communicative Competence ◽  
Mother Tongue ◽  
First Language ◽  
Verbal Communication ◽  
Target Language ◽  
Foreign Languages ◽  
Evolutionary Analysis ◽  
Learning Mechanisms ◽  
The Usa

The acquisition of communicative competence in second and foreign languages requires the incorporation of verbal and non-verbal elements. Notwithstanding, few studies have performed empirical research into the acquisition of non-verbal signs. This research studies the learning of emblematic gestures for students of Spanish in the USA using an evolutionary analysis after instruction. Interactions between types of gestures ( common, different, and unique) based on the similarities with the first language and learning mechanisms in free and guided comprehension and production tasks are taken into account. The results indicate that although the detection and production of emblems improve with instruction, the progress is unequal: the categories different and unique obtain a higher rate of improvement than common emblems in specific tasks. In conclusion, it is essential for the teaching of gestures and non-verbal communication to consider, along with the non-verbal target language code, the non-verbal mother tongue code.

scholarly journals SURFACE STRATEGY TAXONOMY ON THE EFL STUDENTS’ COMPOSITION A STUDY OF ERROR ANALYSIS

JURNAL IQRA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Suhono Suhono
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Mother Tongue ◽  
Target Language ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Efl Students ◽  
The Subject

This study deals with error analysis on composition written by EFL Students IAIM NU Metro. It aims at developing further analyzing of error analysis in second language learners. For this purpose, an empirical study was conducted, using Indonesian students learning English as the subject of research. To achieve this purpose, the researcher explored the type of grammatical errors made by students at different grade semesters: the second, the sixth, and the eighth. More specifically, this study was an attempt to describe the type of grammatical error which frequently exist in written composition, to describe frequency grammatical error among the grade semesters, and to describe the sources of errors. Students’ writings were analyzed based on surface strategy taxonomy theory. The results of this research revealed that 268 sentences indicated errors. In all semesters, types of omission error was the highest one 131 (48.9%) sentences. Furthermore, grammatical error in the second semester was the highest one 124 (46.8%) sentences. The sources of errors of this research were mother-tongue influence (Interlingual errors). It was influenced by the native language which interferes with target language learning. The second was Intralingual errors, caused by the target tself like, misanalysis (wrong hypothesis), incomplete rule application.   Keywords: Surface Strategy Taxonomy, Error Analysis, IAIM NU Metro.

scholarly journals Pragma-linguistic Difficulties in the Recognition of Phrasal Verbs by Iraqi EFL University Learners

2018 ◽  
Vol 9 (6) ◽  
pp. 148
Author(s):  
Mohanad A. Amret ◽  
Sinan A. Yousif
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
First Language Transfer ◽  
Culture Gap

The purpose of this paper is to recognize the level of pragma-linguistic difficulties Iraqi EFL university learners face when handling phrasal verbs. Despite the fact that phrasal verbs are easy to understand by native speakers of English, non-native speakers usually encounter some difficulties in understanding the meaning of a phrasal verb depending on the meaning of the root verb, or different phrasal verbs of the same root. The problem might be attributed to pragma-linguistic knowledge. However, culture gap could be the reason behind such difficulties. The aim of the study is (1) to evaluate the pragma-linguistic level of interpreting phrasal verbs as understood and used by Iraqi EFL university learners, (2) to check the level of difficulty they experience while recognizing phrasal verbs, and (3) to find out reasons behind such misinterpretations. It is hypothesized that (1) the pragma-linguistic interpretation of phrasal verbs tends to play an important role in understanding the message conveyed by the speaker; (2) cultural gap could be the reason that EFL learners recognize phrasal verbs incorrectly, and (3) mother tongue language might make it difficult for EFL learners to understand phrasal verbs. To verify the aforementioned hypothesis, a test has been constructed and administered to a sample of 100 fourth-year Iraqi EFL university learners, morning classes at the department of English Language and Literature, College of Arts, in Mustansiriyah University, during the academic year 2017 – 2018. The responses of the students have been collected and linguistically analyzed according to a model given by Richards and Schmidt (2010). It has been found that Iraqi students’ lack of cultural norms of the target language makes it difficult for them to understand phrasal verbs. The lack of this knowledge is considered as a factor of confusion and then failure. The influence of the first language culture on the recognition of phrasal verbs may be seen as a negative first language transfer. The reason behind this negative transfer is that the norms and principles of first language are different from the norms and principles of the target language. It has been concluded that Iraqi EFL university learners have difficulties in pragma-linguistic knowledge as far as phrasal verbs are concerned. Iraqi EFL university learners face great difficulties in using phrasal verbs while communicating with other people. While using phrasal verbs, Iraqi EFL university learners have been highly influenced by their mother tongue language.

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