scholarly journals Interferences in Writing Skills Performance of BA Students Enrolled in Norwegian Didactics

2022 ◽  
Vol 9 (2) ◽  
pp. 51-65
Author(s):  
Raluca Pop
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Writing Skills ◽  
Foreign Language Teaching ◽  
Student Feedback ◽  
Instructional Materials ◽  
Language Transfer ◽  
Teaching Language ◽  
Different Types ◽  
To Receive

This article investigates different types of language errors performed in a written summative exam by ten BA students enrolled in an elective Norwegian Didactics course in Romania. The corpus comprising the students’ exam papers was analysed qualitatively to identify various types of errors. The theoretical model suggested by Gass & Selinker (1994) was used to discuss issues of error analysis. A survey was then conducted to receive student feedback on the reported errors in the texts. Findings indicate that students make both inter-lingual and intra-lingual errors and that error analysis can be helpful when designing L2 Norwegian instructional materials.   Keywords: error analysis, foreign language teaching, language transfer, language distance, writing skills, Norwegian, Romanian.  

scholarly journals Fossilized Use of Active and Passive Simple Present by Iraqi M.A. Students

2019 ◽  
Author(s):  
Nawal Fadhil Abbas ◽  
Lina Laith Younus ◽  
Huda Hadi Khalil
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
English Language ◽  
Current Problem ◽  
College Of Education ◽  
Language Transfer ◽  
Foreign Language Learners ◽  
Master Of Arts

Interlanguage fossilization is a crucial dilemma that foreign language learners may fall in. The problem of the present study is shown clearly in the answers of Iraqi students of Master of Arts in the College of Education for Women University of Baghdad. In spite of all the previous years of studying English language, some still have the problem of fossilized active and passive simple present tense. The present study aims at shedding light on the reasons behind the Iraqi students’ problem. An error analysis is applied to critically examine the students’ answers in their final course exam of two courses namely; pragmatics and discourse analysis. Depending on Selinker’s model (1972) of error analysis, students errors are all traced back to the language transfer of their native language. Among the results of analysis the researchers have arrived at a suitable solution for the current problem embodied by Sharwood’s Consciousness-Raising Approach (1981). It is recommended as a psycholinguistic model for defossilization. It is very suitable for mentally matured learners and help to solve the dilemma.

De Behoeften aan Moderne Vreemde Talen en Differentiatie in Doelstellingen Voor Vreemde-Talenonderwijs

1977 ◽  
Vol 3 ◽  
pp. 58-71
Author(s):  
Maria Oud-de Glas
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Technical Schools ◽  
Different Types ◽  
Actual Use ◽  
Language Needs ◽  
The University

At the Institute for Applied Sociology of the University of Nijmegen, an investigation into foreign language needs of several groups in Dutch society has been carried out in 1975 through 1977. Questionnaires were submitted to these different groups, e.g. to former pupils of secondary schools. The questionnaire consisted mainly of a list of 24 descriptions of situations in which foreign languages are used. In these descriptions the significant features of language situations are systematically varied. For each situa-tion we asked if and how frequently it occurs and if the knowledge of the languages learnt is sufficient for this kind of situation. The results of the investigation show large differences in language needs (defined as actual use of the foreign language and shortcomings in the knowledge of that language in certain situations) both between the former pupils of the different types of secondary schools as well as between the languages most commonly taught in Dutch schools, French, German and English. More specifically it was found that the actual use of foreign languages occurs more frequently among former pupils of certain vocational schools (especially technical schools) than among former pupils of general secondary schools. French appears to be used less frequently than German and English. English is used by a somewhat larger group than German, but this does not hold for all groups. Former pupils of technical schools use German as much as English. The resulting data can be used to choose objectives for foreign language teaching. There is however no simple and direct way from language needs to objectives. In choosing objectives on the basis of findings on language needs, one will have to decide which measure of language needs is taken into account and how this measure (or these measures) is (are) used. If we decide for example to take the size of the group that has actually used a foreign language in one of the situations as a criterion for the choice of that situation as a part of the objectives of language teaching, we will then have to decide where we draw the line between situations that are and situations that are not important enough to be chosen. In other words, we have to decide how large the group of language users must be. It is evident that there is no shorter way from language needs to objectives than a carefully argued choice of measures and of the use of these measures.

scholarly journals Interlanguage of Error Analysis on Students Writing in Covid-19 Pandemic Era

2021 ◽  
Vol 1 (1) ◽  
pp. 240-246
Author(s):  
Winda Siska Perwana Harahap
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Transfer Of Training ◽  
Writing Process ◽  
Sampling Technique ◽  
Target Language ◽  
Language Transfer ◽  
English Learning ◽  
Face To Face ◽  
Language Data

This study aims to investigate the interlanguage of error analysis production on students writing. In writing process, there are general problem that occur such error from the interlanguage. This problem certainly getting worse during this Covid -19 pandemic era where the students only have limited direct or face to face English learning for one hour per week. Interlanguage is language used by second or foreign language when prosess of learning the target language. Data collected through documentation technique. The sample was taken using purposive sampling technique. There were five students as the sample. The framework of interlanguage and error analysis was applied in the process of data analysis. The results of this study indicate that the interlanguage of the students is influenced by 78% of language transfer, 10.5%of transfer of training and 10.5%of overgeneralization.

scholarly journals Different Approaches to Developing Writing Skills

2020 ◽  
Vol 25 (3) ◽  
pp. 201-206
Author(s):  
Isabela Anda Dragomir ◽  
Brânduşa-Oana Niculescu
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Language Teaching ◽  
Writing Skills ◽  
Real Life ◽  
Foreign Language Teaching ◽  
Oral Manifestation ◽  
Exchange Of Information ◽  
Linguistic Dimension ◽  
Selection Of

AbstractWriting has traditionally been a neglected area of foreign language teaching, and most probably the least popular skill to acquire among students. However, it has lately emerged as an important element of the communication dyad, which also involves speaking, i.e. the oral manifestation of social interaction and exchange of information. When explaining writing in practical terms, the focus falls on showing that there should be a link between real-life needs and instruction, both from the perspective of the language and from that of the task. Understanding writing systematically not only guarantees successful writing outcomes, but also leads to the acquisition of a secondary set of language-related abilities: an informed selection of grammar and lexical structures; a logical pattern of organization in the development of ideas; an appropriate choice of register and style; an overall better approach to writing tasks and contextualizations. This article aims to discuss writing as a productive skill while proposing six different approaches that successfully marry both the linguistic dimension and the task-related awareness students need to acquire in order to successfully express themselves in written forms.

scholarly journals Mastering Teaching English For Young Learners

2017 ◽  
Vol 5 (01) ◽  
pp. 1-11
Author(s):  
Maskhurin Fajarina
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Older Learners ◽  
Suitable Material ◽  
Young Learners ◽  
Teaching Language

Teaching language to old learners is different from teaching language to young learners. Young learners have certain characteristics which are different from old learners so those influence their acquiring a foreign language. Teaching foreign language is easy if we understand the rules well. The rules are understanding characteristics of our students, mastering some suitable methods, and choosing suitable material. Young learners have certain characteristic distinguishing to the older learners. Related to the certain characteristics, the teacher must understand to differentiate the method they use in teaching English as a foreign language to the young learners. To empower the teaching, the teacher must master the material well

scholarly journals THE USE OF WORD ASSOCIATION, DEFINITION, PROVERB, AND RIDDLE IN TEACHING VOCABULARY

2019 ◽  
Author(s):  
Debora Tahija ◽  
Hanum Fauziah ◽  
Adam Maulana
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Word Association ◽  
Language Teaching ◽  
First Language ◽  
Foreign Language Teaching ◽  
Language Program ◽  
Teaching Language

In language learning, either first language, second language or foreign language, teaching language components is part of a language program. In general, the language component consists of three, namely grammar, vocabulary, and pronunciation. Vocabulary is a collection of words that are owned by a language and give meaning when we use the language. There are many vocabulary that teachers don't teach this vocabulary, especially word association, proverb and riddle, and definition. in this study, we try to explain about those vocabulary with the examples.

Stages of teaching students a second foreign language based on cognitive communicative approach

2020 ◽  
pp. 42-47
Author(s):  
Nataliia A. Borozdina
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Native Language ◽  
Foreign Language Teaching ◽  
Language Transfer ◽  
Planning Stage ◽  
Teaching Activities ◽  
Common Problems ◽  
Communicative Approach ◽  
Selection Of

Educators should carefully plan their teaching activities especially when it comes to second foreign language teaching. One of the most common problems many students face when learning a second foreign language is a negative language transfer which arises due to the influence of the native language and the first foreign language. Especially difficult is the overcoming of negative language transfer in the process of studying the prepositions of a second foreign language. In order to help students overcome the emerging negative language transfer under the influence of several languages educators should create a special learning environment that would contribute to creating special learning connections in learners’ minds. We consider the benefits of cognitive communicative approach in relation to the process of overcoming negative language transfer when studying the prepositions of a second foreign language. We propose and describe an algorithm for overcoming negative language transfer which includes the following stages: 1) planning stage; 2) selection of the most suitable methodological content; 3) creation of scaffolded methodic content; 4) scaffolded practice of skills; 5) independent students’ practice; 6) assessment stage.

scholarly journals Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

2020 ◽  
Vol 13 (2) ◽  
pp. 16
Author(s):  
Maysa M. Qutob ◽  
Abeer Ahmed Madini
Keyword(s):  
Foreign Language ◽  
Private School ◽  
Corrective Feedback ◽  
Efl Learners ◽  
Constructive Feedback ◽  
Different Types ◽  
Written Assignments ◽  
Qualitative Part ◽  
To Receive ◽  
One Way Anova

The aim of the current study is to investigate the Saudi English as a foreign language (EFL) learners’ preferences for corrective feedback on written assignments. This mixed-method study used a closed-ended Likert scale questionnaire that was adopted and adapted to suit the participants under investigation. Additionally, an open-ended question was used to gain more insight. Both instruments were completed by 114 Saudi female EFL learners whose ages ranged from 12 to 13 years old and who were studying in the seventh grade at a private school in Jeddah. The instruments were given to the learners after 6 weeks of implementing three different types of feedback on written assignments. The quantitative part of the study was descriptively analysed using SPSS to find the learners’ preferences in corrective feedback, and a one-way ANOVA was used to find the differences between learners’ preferences among groups. The qualitative part of the study was thematically categorised and manually analysed using Excel. The findings revealed that the learners’ preferences did not vary according to the type of corrective feedback. However, the vast majority of learners preferred having constructive feedback on how to correct their mistakes. Additionally, learners preferred the use of electronic devices to receive corrective feedback. This study suggests that teachers consider learners’ preferences on corrective feedback so that they can incorporate these into their teaching plans.

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