Investigating learner language

The purpose of this study was study analyze the students’ error in writing argumentative essay. The researcher focuses on errors of verb, concord and learner language. This study took 20 students as the subject of research from the third semester. The data took from observation and documentation. Based on the result of the data analysis there are some errors still found on the student’s argumentative essay in English writing? The common errors which repeatedly appear are verb. The second is concord, and learner languages are the smallest error. From 20 samples that took, the frequency the errors of verb are 12 items (60%), concord are 8 items (40%), learner languages are 7 items (35%). As a result, verb has the biggest number of common errors.

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Learner Language Analysis : A Case Study of a Chinese EFL Student

The Journal of AsiaTEFL ◽

10.18823/asiatefl.2019.16.3.18.1013 ◽

2019 ◽

Vol 16 (3) ◽

pp. 1013-1019

Author(s):

Long He ◽

Keyword(s):

Language Analysis ◽

Learner Language

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Pemerolehan Bahasa dan Penggunaan Bahasa Anak Usia Sekolah Dasar

JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan ◽

10.20961/jpi.v5i1.33836 ◽

2019 ◽

Vol 5 (1) ◽

Author(s):

Tri Mahajani, Ruyatul Hilal Muhtar

Keyword(s):

Language Acquisition ◽

English Language ◽

School Level ◽

Longitudinal Case Study ◽

Making Meaning ◽

System A ◽

Language Structure ◽

Learner Language ◽

Descriptive Method

<p>Abstract. The present study aims to examine a description of language acquisition and its usage by pupils in their daily conversations. This study employed a longitudinal case study and applieda descriptive method, while it used a content analysis for the research technique. The resultrevealed a finding upon the young learner language acquisition and its usage, the language acquisition included Bahasa Indonesia, Javanese language, Sundanese language and English language. The uses of language for a system, a personal expression, and an interpersonal expression were broad good enough and were uttered structurally, however, mistakes were founded on applying structures and making meaning to language in use. To pupils whom are at elementary school level, they have acquired a range of language structure and its use for perfection. Their parents, teachers, and their society have any real and valuable<br />influence over them in the way language is structured and is used for exemplifying examples ofthe perfect language acquisition.</p>

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Britain’s new language testing powerhouse: An interview with Professor Anthony Green, University of Bedfordshire

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt38.5-12 ◽

2014 ◽

Vol 38 (5) ◽

pp. 46

Author(s):

Daniel Dunkley

Keyword(s):

Language Learning ◽

Collaborative Research ◽

English Language ◽

Language Education ◽

Language Testing ◽

Research Programme ◽

Assessment Literacy ◽

Learner Corpus ◽

The University ◽

Learner Language

In this interview Professor Green explains the work of CRELLA (the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire), and its role in the improvement of language testing. The institute contributes to this effort in many ways. For example, in the field of language education they are partners in English Profile (EP: www.englishprofile.org), a collaborative research programme directed towards a graded guide to learner language at different CEFR (Common European Framework of Reference) levels, based on the 50 million word Cambridge Learner Corpus. Among other things, the EP has helped to inform the development of the CEFR-J in Japan. In this interview, Professor Green also outlines his own work, especially in the areas of washback and assessment literacy.

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