scholarly journals Applied Error Analysis of Written Production of English Essays of Tenth Grade Students in Ajloun Schools, Jordan

2012 ◽  
Vol 2 (2) ◽  
pp. 280 ◽  
Author(s):  
Firas Ali Suleiman Zawahreh
Keyword(s):  
Error Analysis ◽  
English Language ◽  
Verb Second ◽  
Function Words ◽  
Written Production ◽  
Ancient City ◽  
Tenth Grade ◽  
Main Verb ◽  
Lexical Items

The objective of this study was investigating the written English errors of tenth grade students in females and males schools in Ajloun, Jordan. It was conducted on purpose of  identifying the written errors of English committed by the tenth grade, estimating the predominant errors and the least ones and explaining the causes of the written errors of English committed by the tenth grade students The sample of study consisted of 350 students selected randomly from group of schools in Ajloun. The students were asked to write a free essay about " A journey to the ancient city of Jerash in Jordan" in an ordinary English language exercise in the class. Then the essays collected and analyzed depending on a table of errors adopted from a Ph.D. of ( wakkad,1980).The findings were: First, the most predominant errors among tenth grade students in Ajloun schools within morphology were errors of lack of agreement between subject and the main verb. Second, the most predominant errors among tenth grade students in Ajloun schools within function words were errors of insertion of prepositions. Third, the most predominant errors among tenth grade students within syntax were errors of omission of the main verb. Fourth, the most predominant errors among tenth grade students within tenses were errors of using present instead of past. Fifth, the most predominant errors among tenth grade students within lexical items were errors of lexical items wrongly used in place of others. 

scholarly journals Error analysis of the students’ English written descriptive text

2021 ◽  
Vol 12 (2) ◽  
pp. 196-217
Author(s):  
Misla Nadya ◽  
Kismullah Abdul Muthalib
Keyword(s):  
Error Analysis ◽  
First Grade ◽  
Verb Second ◽  
Modal Auxiliaries ◽  
Study Programs ◽  
Main Verb ◽  
The Subject ◽  
Written Test ◽  
Writing Errors ◽  
Omission Errors

Making errors is a natural process of learning. Writing as a productive skill is important for students to express their ideas. However, students conducted errors in the productive skills. Therefore, this study is intended to find out types of errors made by students in written English. This study employed the qualitative method where the Error Analysis was implemented. The subject of this study is students in first grade of SMAN 1 Abdya and the object of this study were the errors found in written English. The population of this research was all of students in first grade which consists of 208 students from all study programs where 25 % of the populations were taken as the sample. To collect the data, written tests were conducted. The written test shows the percentage of writing errors, including omission errors, which is 58.38%, misformation errors with a total of 16.48%, misordering error 13.89%, and addition of 11.26%. The errors were found when students omitted 'to be' as main verb. Second, students tend to add 'to' after modal auxiliaries such as 'can' or 'will'. Third, misformation errors happened when students could not form the verb correctly. Last, the misordering errors were produced when students put words randomly. Consequently, it was discovered that the errors made by students were impacted by their native language, and this is the interlanguage move.

Error Analysis for English Language Teachingat Primary Level

2018 ◽  
Vol 6 (9) ◽  
pp. 7
Author(s):  
Dr. Shreeja Sharma ◽  
Prof. Shubhra Tripathi
Keyword(s):  
Error Analysis ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Primary Level ◽  
Indian Schools ◽  
Prime Concern ◽  
School Teaching ◽  
Linguistic Code ◽  
Global Language

The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both  Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.

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.

scholarly journals The Effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Hanan Salam Hassan Alhayawat
Keyword(s):  
English Language ◽  
Skill Development ◽  
Reading Skill ◽  
The Self ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Reading Skill Development ◽  
Experimental Group

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan.                                                                         To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.    

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

scholarly journals TEACHING READING USING TALKING STICK

2019 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
Siti Khodijah ◽  
Labibah Labibah
Keyword(s):  
Reading Ability ◽  
English Language ◽  
Human Interaction ◽  
Teaching Reading ◽  
English Reading ◽  
Significant Difference ◽  
Tenth Grade ◽  
Sample Test ◽  
Reading Activity ◽  
Academic Year

Language is the most important aspect in human interaction. People communicate and interact with other using the language. In global community, English has become an international language that is used by many people around the world. Reading is one of English language skills and it is one of the ways to learn English. Reading activity should get more attention. It is because there are many students who get some difficulties in understanding a text. In this research inform the using of talking stick in teaching reading. The objective of this research was to find out whether there was any significant difference in improvement the reading ability of recount text of the tenth grade students of SMK Rosma Karawang in academic year 2018/2019 by using talking stick method. The method used was quantitative method. In this research the writer used pre-experimental design of one group pretest and posttest. The data were analyzed by using paired sample test and processed by using SPSS 23 for windows. The results of the research showed there was significant increase of student’s reading ability.Keywords: Teaching, Reading, Talking Stick

scholarly journals Errors in the Use of English Grammar

1970 ◽  
Vol 15 (1-2) ◽  
pp. 54-63
Author(s):  
Anju Giri
Keyword(s):  
Learning Strategies ◽  
Word Order ◽  
English Language ◽  
English Grammar ◽  
Verb Agreement ◽  
Grammatical Errors ◽  
Main Verb ◽  
Question Formation ◽  
Target Languages ◽  
Comprehensive Study

By systematically studying the errors committed by learners one can get a lot of hints about the learning strategies and mechanisms which they are employing in learning their target languages. Such hints have provided insights to the teachers, textbook writers, curriculum designers and many applied linguists and enable them to contribute to their fields. This article seeks to present a comprehensive study of grammatical errors committed by the bachelor level university students of Nepal learning English which followed the established stages of error analysis. It was found that the bachelor level students in Nepal did commit all sorts of grammatical errors in the use of the English language. For them, the error prone grammatical units were Sentence and Clause and the error prone grammatical categories were Conditionals, Mood, V-Form, Tense/Aspect, Main Verb, Subject-Verb Agreement, Question Formation, Auxiliary/Modal,Miscellaneous forms, 'So' Form, Determiner, Verb+Participle, Word Order, and Noun.Key words: Correct forms; Incorrect forms/mistakes; ErrorsJournal of NELTAVol. 15 No. 1-2 December 2010Page: 54-63Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4610

How to Make Additional Time Matter: Integrating Individualized Tutorials into an Extended Day

2015 ◽  
Vol 10 (1) ◽  
pp. 81-116 ◽  
Author(s):  
Matthew A. Kraft
Keyword(s):  
Language Arts ◽  
English Language ◽  
College Graduates ◽  
Public High School ◽  
Full Time ◽  
Additional Time ◽  
School Day ◽  
Tenth Grade ◽  
Extended Day ◽  
Quasi Experimental

Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The unanticipated implementation of this initiative and the school's admissions lottery allow me to use two complementary quasi-experimental methods to estimate program effects. I find that providing students with daily tutorials that are integrated into the school day and taught by full-time, recent college graduates increased achievement on tenth-grade English language arts exams by 0.15–0.25 standard deviations per year. I find no average effect in mathematics beyond the large gains students were already achieving, although quantile regression estimates suggest the tutorials raised the lowest end of the achievement distribution in mathematics.

Researching the Etymology of Australian English Colloquialisms in the Digital Age: Implications for 21st Century Lexicography

English Today ◽  
2016 ◽  
Vol 32 (3) ◽  
pp. 40-44 ◽  
Author(s):  
Lisa Donlan
Keyword(s):  
English Language ◽  
Language Use ◽  
Contextual Information ◽  
The Internet ◽  
Speech Community ◽  
Language Resources ◽  
Linguistic Research ◽  
Methodological Problems ◽  
Lexical Items ◽  
Australian English

In the December 2012 issue of English Today, Philip Durkin argues that lexis is currently a ‘Cinderella’ subject: he suggests that the methodological problems generated by the study of lexis have led to it being marginalised in contemporary linguistic research (2012: 3). Nevertheless, Durkin notes that ‘lexis (or vocabulary) is probably the area of linguistics that is most accessible and most salient for a non-specialist audience’ (2012: 3). Thus, one cannot overestimate the importance of lexical research with regards to engaging a wider audience in linguistic discourses. Prior to the advent of the internet, however, researching etymology was a laborious process for English language enthusiasts, especially when the lexical items of interest were considered to be colloquialisms or slang. Indeed, ‘non-standard’ lexis, historically, has been marginalised and sometimes even excluded from dictionaries (Durkin, 2012: 6); however, the rise of the internet and social media has led to the increased visibility of ‘non-standard’ lexis, making information about language use more accessible to researchers outside of the local speech community (Browne & Uribe-Jongbloed, 2013: 23). Moreover, the internet has given language enthusiasts unprecedented access to a range of historical and contextual information which proves invaluable when considering etymology. This article demonstrates how more conventional language resources such as the Oxford English Dictionary (OED) can be used alongside a variety of other online resources and fictional and nonfictional texts to identify the etymologies of contemporary English lexical items. Specifically, this essay explores the etymologies of three Australian colloquial nouns (bogan, cobber, and sandgroper) taken from travel website TripAdvisor's (2011) user-generated glossary of Australian English colloquialisms.

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