scholarly journals ANALISIS BENTUK KESALAHAN PADA KALIMAT ILL-FORMED DAN EFEK KONTEKS PADA INFERENSI

Competitive ◽  
2018 ◽  
Vol 13 (1) ◽  
pp. 21
Author(s):  
Nyi Raden nuraini Siti Fathonah
Keyword(s):  
English Learners ◽  
Sentence Comprehension ◽  
Context Effects ◽  
English Speakers ◽  
Sentence Structure ◽  
Linguistic Context ◽  
English Sentence ◽  
Form Errors ◽  
Physical Context ◽  
Omission Errors

Kalimat ill-formed atau kalimat yang tidak sesuai dengan tata bahasa acapkali muncul di dalam tuturan pembelajar Bahasa Inggris,khususnya tuturan mahasiswa di sebuah politeknik swasta Bandung.. Dari hasil penelitian ini didapati kesalahan pembelajar Bahasa Inggris berupa penghilangan (omission), penambahan (addition), dan kesalahan bentuk (misformation). Penelitian terhadap kesalahan kalimat Bahasa Inggris sudah sering di-publish, namun belum ada penelitian yang menyertakan efek konteks terhadap pemahaman kalimat berstruktur kalimat yang salah.Kesalahan kalimat dapat terjadi pada level semantik, morfologi, pragmatik atau sintaksis. Dari penelitian terungkap fakta kalimat Ill-formed yang masih dapat dimengerti adalah kalimat yang tidak ada morfem gramatikal serta efek konteks fisik, epistemis dan linguistik yang dapat membantu pemahaman tuturan ill-formed mahasiswa. Dengan menggunakan tiga percakapan pembelajar dengan penutur Bahasa Inggris dari Jepang, Belanda dan Rusia penulis menganalisis efek konteks yang membantu inferensi pendengarnya. Kemunculan efek konteks yang membantu inferensi tuturan dari yang paling dominan adalah konteks fisik (64%) diikuti oleh konteks linguistik (29%) hingga efek konteks yang jarang muncul yaitu epistemis (7%). Untuk bentuk ill-formed yang muncul terdapat misformation dengan prosentase 60% dari jumlah tuturan ill-formed (15 kali) sehingga percakapan berlangsung tidak efisien karena ada pengulangan. Sementara itu kesalahan penghilangan (8%) sebanyak 2 kali. Penyebab kealahan pembelajar yang signifikan adalah false concept hypothesized yaitu 27%. Kata Kunci: Ill-formed, misformation, konteks, inferensi, efek konteks   Ill-formed sentences or sentences that are not in accordance with grammar often appear in the speech of English learners, especially the speech of students at a private polytechnic in Bandung. From the results of this study found the error of English learners in the form of omission, addition , and form errors (misformation). Research on English sentence errors has often been published, but no research has included context effects on sentence comprehension with the wrong sentence structure. Sentence errors can occur at semantic, morphological, pragmatic or syntactic levels. From the research revealed the facts of Ill-formed sentences that can still be understood are the sentences that have no grammatical morpheme and the effects of physical, epistemic and linguistic contexts that can help students understand ill-formed speech. By using three conversation learners with English speakers from Japan, the Netherlands and Russia the author analyzes the context effects that help the audience's inference. The emergence of context effects that help speech inference from the most dominant is the physical context (64%) followed by the linguistic context (29%) to the rarely emergent context effects that are epistemic (7%). For the ill-formed form that appears there is a misformation with a percentage of 60% of the amount of speech ill-formed (15 times) so that the conversation goes inefficient because there is a repetition. Meanwhile, omission errors (8%) twice. The significant cause of learning errors was a hypothesized false concept of 27%.

L1 word order and sensitivity to verb bias in L2 processing

2013 ◽  
Vol 16 (4) ◽  
pp. 761-775 ◽  
Author(s):  
EUN-KYUNG LEE ◽  
DORA HSIN-YI LU ◽  
SUSAN M. GARNSEY
Keyword(s):  
Word Order ◽  
Sentence Comprehension ◽  
Native English Speakers ◽  
Target Language ◽  
English Speakers ◽  
Sentence Structure ◽  
L2 Processing ◽  
Verb Bias ◽  
On Line ◽  
Korean Learners

Using a self-paced reading task, this study examines whether second language (L2) learners are flexible enough to learn L2 parsing strategies that are not useful in their first language (L1). Native Korean-speaking learners of English were compared with native English speakers on resolving a temporary ambiguity about the relationship between a verb and the noun following it (e.g.,The student read [that] the article. . .). Consistent with previous studies, native English reading times showed the usual interaction between the optional complementizerthatand the particular verb's bias about the structures that can follow it. Lower proficiency L1-Korean learners of L2-English did not show a similar interaction, but higher proficiency learners did. Thus, despite native language word order differences (English: SVO; Korean: SOV) that determine the availability of verbs early enough in sentences to generate predictions about upcoming sentence structure, higher proficiency L1-Korean learners were able to learn to optimally combine verb bias and complementizer cues on-line during sentence comprehension just as native English speakers did, while lower proficiency learners had not yet learned to do so. Optimal interactive cue combination during L2 sentence comprehension can probably be achieved only after sufficient experience with the target language.

Prototypicality in a linguistic context: Effects on sentence structure

1986 ◽  
Vol 25 (1) ◽  
pp. 59-74 ◽  
Author(s):  
Michael H Kelly ◽  
J.Kathryn Bock ◽  
Frank C Keil
Keyword(s):  
Context Effects ◽  
Sentence Structure ◽  
Linguistic Context

scholarly journals ‘Almost people’: A Learner Corpus Account of L2 Use and Misuse of Non-numerical Quantification

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Peter Crosthwaite ◽  
Lavigne L.Y. Choy ◽  
Yeonsuk Bae
Keyword(s):  
English Learners ◽  
English Speakers ◽  
L2 Proficiency ◽  
L1 Transfer ◽  
Learner Corpus ◽  
Proficiency Level ◽  
Closed Class ◽  
Corpus Data ◽  
Noun Number ◽  
L1 English

AbstractWe present an Integrated Contrastive Model of non-numerical quantificational NPs (NNQs, i.e. ‘some people’) produced by L1 English speakers and Mandarin and Korean L2 English learners. Learner corpus data was sourced from the ICNALE (Ishikawa, 2011, 2013) across four L2 proficiency levels. An average 10% of L2 NNQs were specific to L2 varieties, including noun number mismatches (*‘many child’), omitting obligatory quantifiers after adverbs (*‘almost people’), adding unnecessary particles (*‘all of people’) and non-L1 English-like quantifier/noun agreement (*‘many water’). Significantly fewer ‘openclass’ NNQs (e.g a number of people) are produced by L2 learners, preferring ‘closed-class’ single lexical quantifiers (following L1-like use). While such production is predictable via L1 transfer, Korean L2 English learners produced significantly more L2-like NNQs at each proficiency level, which was not entirely predictable under a transfer account. We thus consider whether positive transfer of other linguistic forms (i.e. definiteness marking) aids the learnability of other L2 forms (i.e. expression of quantification).

scholarly journals A Developmental Examination of Narrative Writing in EL and EL1 School Children Who Are Typical Readers, Poor Decoders, or Poor Comprehenders

2019 ◽  
Vol 53 (1) ◽  
pp. 36-47
Author(s):  
Katherine E. D. Herbert ◽  
Angela Massey-Garrison ◽  
Esther Geva
Keyword(s):  
English Learners ◽  
Poor Reader ◽  
Reference Group ◽  
Developmental Trajectories ◽  
First Language ◽  
Sentence Structure ◽  
Typically Developing ◽  
Poor Comprehenders ◽  
Story Writing ◽  
Age Appropriate

This longitudinal study examined story-writing development of students from Grade 4 to Grade 6, comparing the developmental trajectories of English as a first language (EL1s; n = 43) and English learners (ELs; n = 108) in general, and in groups of EL1s and ELs with typically developing and poor reader profiles. In relation to their EL1 or EL reference group, students were classified in Grade 4 as typical readers ( n = 72), poor decoders ( n = 53), or poor comprehenders ( n = 26), with EL1s and ELs proportionally represented in each group. The effects of language, grade level, and reading group on story-writing measures were examined. Both EL1s and ELs developed story-writing skills in a similar manner, showing significant growth between Grades 4 and 6. Typically developing ELs attained age-appropriate story-writing levels. Poor decoders and poor comprehenders showed similar profiles of strengths and weaknesses, regardless of whether English was their first or second language. Both poor reader groups had significant difficulties in story-writing, struggling with the mechanics of writing, sentence structure, and story organization. Findings are discussed in terms of the interconnected relationship between reading and writing profiles, and the importance of a comprehensive understanding of sources of learning difficulties in ELs and EL1s.

Material and presentation condition effects on sentence interpretation task performance: methodological examinations of the competition experiment

1997 ◽  
Vol 13 (1) ◽  
pp. 66-91 ◽  
Author(s):  
Yoshinori Sasaki
Keyword(s):  
Task Performance ◽  
English Learners ◽  
Lexical Semantics ◽  
Native English Speakers ◽  
Competition Experiment ◽  
English Speakers ◽  
Native Japanese Speakers ◽  
Presentation Condition ◽  
Japanese Word ◽  
The Subject

Ten native English learners of Japanese, ten intermediate native English learners of Japanese and ten native Japanese speakers of English each were requested to report what they thought was the subject or actor of a series of English NVN word strings, in which case marking and lexical-semantics cues were systematically manipulated. These NVN strings were aurally presented first alone, and subsequently the same strings were presented for the second time together with noncanonical NNV and VNN strings. Similarly, their counterpart Japanese NNV strings were first presented alone, and secondly with noncanonical VNN and NVN strings. The results revealed that 1) a greater animacy effect (‘animacy noun as a subject’ bias) was detected when the sentence verb was see rather than eat(or each of their Japanese counterparts); 2) English accusative pronouns generally created greater case biases than nominative ones; and 3) native English speakers interpreting Japanese word strings responded differently under the two presentation conditions.

Identification of Mandarin coarticulated tones by inexperienced and experienced English learners of Mandarin

2013 ◽  
Vol 2 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Yunjuan He ◽  
Ratree Wayland
Keyword(s):  
English Learners ◽  
Native English Speakers ◽  
English Speakers ◽  
Lexical Tones ◽  
Disyllabic Words ◽  
Tonal Perception ◽  
Mandarin Tones ◽  
Tonal Context ◽  
Syllable Position

AbstractTwo groups of native English speakers, relatively inexperienced (N = 14) with 3 months of Mandarin study and relatively more experienced (N = 14) with 12 months of study, were asked to identify coarticulated Mandarin lexical tones in disyllabic words. The results show that 1) the experienced learners were better at identifying Mandarin tones than the inexperienced learners, 2) Tones in coarticulation were more difficult to identify than tones in isolation, 3) tonal context and syllable position affected tonal perception, and 4) experienced learners committed fewer tonal direction errors than inexperienced learners. However, experienced learners still made a considerable amount of tonal height errors.

English Sentence Structure

1973 ◽  
Vol 7 (2) ◽  
pp. 175
Author(s):  
Paul J. Angelis ◽  
Robert Krohn
Keyword(s):  
Sentence Structure ◽  
English Sentence
Sign in / Sign up

Export Citation Format

Share Document