scholarly journals The Negative Transfer of Sichuan Dialect to the Study of English Pronunciation--Error Analysis on the Supra-segmental Phonemes

2013 ◽  
Vol 01 (01) ◽  
pp. 1-4
Author(s):  
Chuandong Ma ◽  
Lunhua Tan
Keyword(s):  
Error Analysis ◽  
Negative Transfer ◽  
English Pronunciation ◽  
Sichuan Dialect

scholarly journals Error Analysis of Sundanese English Pronunciation on Fricatives Sound

2020 ◽  
Vol 20 (1) ◽  
pp. 199-218
Author(s):  
Fakhri Fauzi
Keyword(s):  
Error Analysis ◽  
Qualitative Method ◽  
Descriptive Analysis ◽  
Cultural Background ◽  
Analysis Technique ◽  
English Pronunciation ◽  
Year 2013

Abstraks Penelitian ini bertujuan untuk mengetahui kesalahan-kesalahan umum yang biasanya ditemukan pada mahasiswa suku Sunda yang ada di jurusan Bahasa dan Sastra Inggris tahun ajaran 2013 dalam mengikuti matakuliah pronounciation, khususnya pada masalah bunyi mendesis. Adapun fokus penelitian ini ditujukan pada mahasiswa baru yang berlatarbelakang budaya Sunda dengan tujuan untuk mengetahui keakurasian pengucapan kata-kata yang mengandung unsur desisan/desahan. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Peneliti sebagai pengumpul data melakukan hal-hal sebagai berikut: melalui observasi langsung terhadap mahasiswa suku Sunda. Merekam atau mencatat cara pengucapan (pronounciation) dan menganalisis kesalahan-kesalahannya berdasrkan konsep Error Analisis dari beberapa sumber. Hasil penelitian ini menyimpulkan bahwa mahasiswa yang berasal dari Sunda pada umumnya bnyak melakukan kesalahan dalam pengucapan kata-kata yang mengandung desahan. Dengan demikian hasil penelitian ini diharapkan dapat memberikan koreksi dan masukan bagi para pelajar atau mahasiswa yang berasal dari Sunda.---Abstract This study is aimed to find out the errors that commonly made by Sundanese student of English Letters Department in the year 2013 who already taken a pronunciation class, in pronouncing a fricative sounds. The reseacher focuses on freshman student who has Sundanese cultural background to know their accuracy in pronouncing some fricative’s words. The reseacher uses qualitative method on writing his thesis. He also analyzes the collected data through descriptive analysis technique in order to reach the objective of the research. The reseacher involves himself to collect data by observing the respondents, recording their pronunciation and analyzing the error on their pronunciation based on theories of error analysis which are taken from some relevant references. On the conclusion, the reseacher finds that Sundanese student of English Letters Department are made some error on their pronunciation. Error of omission and error of addition are found on the vowels and consonant sound except the fricatives sound. While error of selection, is occurred both on the fricatives sound and the rest of sound. The reseacher also finds that overgeneralization is one of the reasons why the Sundanese student made errors on their pronunciation.

Avoidance of Phrasal Verbs—A Case for Contrastive Analysis

1985 ◽  
Vol 7 (1) ◽  
pp. 73-79 ◽  
Author(s):  
Menachem Dagut ◽  
Batia Laufer
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Teaching And Learning ◽  
Negative Transfer ◽  
Teaching Experience ◽  
Analysis Approach ◽  
Learning Difficulty ◽  
Contrastive Analysis ◽  
Phrasal Verbs ◽  
Group Structures

Schachter (1974) drew attention to the importance, in error analysis, of examining not only the L2 forms actually produced by the learners of a foreign language in their attempts to express themselves in L2, but also the L2 forms they seem consistently to avoid using. She also noted the close interrelation between such avoidance phenomena and the Contrastive Analysis approach to L2 teaching and learning: avoidance is the reverse side of negative transfer, since learners tend to avoid using in L2 those structures that have no parallel in their L1 and therefore provide them with no pattern for transfer. Of course, as Kleinmann (1977) has pointed out, “avoidance” implies that the structure in question is known to (i.e., can be passively recognized by) the learners, but not freely used by them; failure to use a structure or word that is unknown to the learners is an indication merely of ignorance, not of learning difficulty. Now a prime constructive purpose of error analysis is (or should be) to identify the sources of a learner's difficulties, as a necessary preliminary to helping him or her overcome them. Hence the importance of genuine avoidance phenomena that, when properly identified, can throw light on what would otherwise remain hidden recesses of uncertainty in the learner's mind. Levenston (1971) has convincingly argued, with numerous illustrations, that avoidance (“under-representation” in his terminology) of various English “clause (or group) structures” by Hebrew-speaking learners of English can be explained by the lack of Hebrew “translation-equivalents” for the English structures in question and the learners' consequent choice of less appropriate but more L1-equivalent structures. However, since Levenston was concerned not with avoidance phenomena as such, but rather with the evidence they provide of L1 interference with L2 learning and their stylistic effect on the learner's L2, he took the phenomena in question as established facts (on the basis, presumably, of his own teaching experience), without attempting to examine their frequency and extent.

scholarly journals Influence of Negative Transfer of Dialects on English Pronunciation and Teaching Strategies

2021 ◽  
Vol 14 ◽  
pp. 1-6
Author(s):  
Lihong Wang ◽  
Weijie Gou
Keyword(s):  
Coping Strategies ◽  
Teaching Strategies ◽  
Negative Transfer ◽  
Transfer Effects ◽  
Teaching Process ◽  
English Pronunciation ◽  
The Impact ◽  
Listening And Speaking ◽  
Learning English ◽  
Speaking Skills

In the process of students’ learning English pronunciation, some pronunciation errors caused by the negative transfer of Chinese are caused. If these negative transfer effects of Chinese cannot be overcome, it will hinder the improvement of students’ listening and speaking skills. This article analyzes the impact of negative dialect transfer on English phonetics learning from three aspects: phoneme, coherent pronunciation and intonation, and proposes some coping strategies, hoping to instruct teachers to help students overcome the impact of negative dialect transfer and improve their English pronunciation level during the listening and speaking teaching process.

scholarly journals Gemination Strategies in L1 and English Pronunciation of Polish Learners

2014 ◽  
Vol 12 (3) ◽  
pp. 291-300 ◽  
Author(s):  
Andrzej Porzuczek ◽  
Arkadiusz Rojczyk
Keyword(s):  
Negative Transfer ◽  
Learning Experience ◽  
Morphological Structure ◽  
English Word ◽  
Length Variation ◽  
Family Names ◽  
English Pronunciation ◽  
The Status ◽  
Consonant Letter ◽  
Language Context

Polish is a language where true geminates appear and the occurrence of a double consonant letter in spelling corresponds with double or at least prolonged consonant articulation regardless of the morphological structure of the word. The above principle also concerns most borrowings, such as the English word ‘hobby’, for instance. In English, true geminates do not occur and a morpheme-internal double consonant letter is only a fairly reliable indication of the way the preceding vowel should be pronounced. This discrepancy may lead to negative transfer in Polish learners of English. Our recent research of native Polish speech (Rojczyk and Porzuczek, in press) generally confirmed the results reported by Ladefoged and Maddieson (1996), among others, who found geminates to be 1.5-3 times longer than singletons. In our study we investigate the influence of double consonant letters on L1 and English pronunciation of Polish learners. They read trochaic family names containing intervocalic <nn>. Each name is preceded by a first name suggesting the nationality (Polish, English, German or Italian) of the person mentioned. By placing each tested item in a Polish and an English semantically and rhythmically equivalent sentences (This is .../To jest...), we measure the level of consonant length variation with respect to the language in which the potential geminates appear, the language context and the learning experience of the students. In this way we collect evidence and formulate observations concerning the learners’ awareness of the status of geminates in various languages and the probability of transfer in EFL learning.

scholarly journals ERROR ANALYSIS ON INDONESIAN TO CHINESE TRANSLATION OF INDONESIAN STUDENTS

2017 ◽  
Vol 10 (2) ◽  
pp. 105 ◽  
Author(s):  
Rika Limuria
Keyword(s):  
Second Language Acquisition ◽  
Error Analysis ◽  
Negative Transfer ◽  
Chinese Language ◽  
Target Language ◽  
Chinese Translation ◽  
Source Language ◽  
High Level ◽  
Senior Students ◽  
Bahasa Indonesia

ANALISIS KESALAHAN KARYA TERJEMAHAN PELAJAR INDONESIA DARI BAHASA INDONESIA KE BAHASA MANDARIN AbstractAs China and Indonesia have developed stronger partnership in economics and business, the demand for Chinese-Indonesian bilinguals is increasing. Higher education institutions should answer this demand by providing proficient bilinguals, who would provide a fine translation work. In the process of translation, the translator is demanded to transfer the content from source language (SL) into target language (TL), while obeying the structure of the TL itself. In the process of translating from L1 to L2, the translator might not have problems in understanding the information presented in the SL text, which is his/her L1, but might have difficulties in transferring the information into the TL text, which is his/her L2, especially if the translator him/herself has not reached a high level of L2 proficiency. To understand the difficulties of acquiring L2 and producing fine translation in L2, the writer would conduct an error analysis in the learners’ translation works. The participants of this research are Chinese department’s senior students. The purpose of this research is to find out the influence of learners’ L1 in L1 to L2 translation, define the causes and thus provide suggestion on how to minimize the negative transfer of L1 in the translation learning process.Keywords: Translation, Second Language Acquisition, Error Analysis, Chinese Language LearningAbstrakSeiring dengan perkembangan hubungan ekonomi dan bisnis antara Tiongkok dan Indonesia, permintaan terhadap dwibahasawan Mandarin dan Indonesia juga ikut meningkat. Institusi pendidikan tinggi harus menjawab tantangan ini dengan menyediakan dwibahasawan yang handal, yang mampu menghasilkan karya terjemahan yang berkualitas. Dalam proses penerjemahan, penerjemah dituntut untuk mengalihbahasakan isi dari bahasa sumber ke bahasa sasaran, dengan mematuhi kaidah bahasa sasaran. Dalam proses penerjemahan dari bahasa pertama (B1) ke bahasa kedua (B2), penerjemah tidak akan mengalami kesulitan dalam memahami teks dalam bahasa sumber, tetapi kemungkinan akan mengalami kesulitan saat mengalihbahasakan teks tersebut ke dalam bahasa sasaran, yang merupakan B2, terutama jika penerjemah  belum memiliki kemahiran B2 yang memadai. Untuk memahami kesulitan pembelajar dalam menguasai bahasa kedua dan menghasilkan karya terjemahan yang bermutu dalam B2, penulis akan melakukan analisis kesalahan pada karya terjemahan para pembelajar. Objek penelitian ini adalah mahasiswa tingkat akhir program studi bahasa Mandarin. Tujuan dari penelitian ini adalah untuk menemukan pengaruh B1 pembelajar terhadap proses penerjemahan dari B1 ke B2, mencari penyebab kesalahan dan memberikan masukan mengenai cara untuk meminimalisir transfer negatif dari B1 ke B2 dalam proses pembelajaran penerjemahan.    Kata Kunci: Penerjemahan, Pemerolehan bahasa Kedua, Analisis Kesalahan, Pembelajaran bahasa Mandarin

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