Error Analysis in Students’ Writing Composition

2021 ◽  
Vol 11 (1) ◽  
pp. 59-71
Author(s):  
Agung Pranoto Kadiatmaja
Keyword(s):  
Second Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
English Language ◽  
Document Analysis ◽  
Passive Voice ◽  
Dominant Type ◽  
Writing Composition ◽  
Research Findings ◽  
Types Of Error

To recognize the students’ difficulties, this research analyzes errors in Students’ writing composition of Passive Voice. This study of error (error analysis) is part of an investigation of the process of English language learning. This research is to find the types of error analysis in students’ writing composition and to find the most dominant types of error analysis in students’ writing composition of passive voice. This research is qualitatively accomplished to look into errors in the second language acquisition. This research focused on the qualitative research by using document analysis to collect empirical data from the students’ writing. This method is applied to get the accurate data collection. The object of the research is students’ writing composition randomly taken from sixteen ESP students of Strata 1 – Arabic Department of STAI Ali bin Abi Thalib Surabaya. The researcher investigates more details by using surface strategy taxonomy to get the result of this error analysis. It is limited on the students’ passive sentences error in writing composition consisting of four error types: omission, addition, misformation, and misordering. Finally, after identifying the entire data and analyzing the research findings, it can be summarized that the types of passive voice errors produced by the students are (1) omission that occurred 24 times or 51,06% of all, (2) addition that occurred 15 times or 31,96% of all, (3) misordering that occurred 5 times or 10,64% of all, and (4) misformation that occurred 3 times or 6,38% of all. According to the research findings, the most dominant type of passive voice error is omission.

An Analysis Of Students’ Sentences With Inverted Subjects And Verbs Error Found In Tmi’s Toefl Preparation Class

2021 ◽  
Vol 11 (2) ◽  
pp. 67-78
Author(s):  
Agung Pranoto Kadiatmaja
Keyword(s):  
Second Language Acquisition ◽  
Data Collection ◽  
Error Analysis ◽  
Qualitative Method ◽  
Accurate Data ◽  
Dominant Type ◽  
Advanced Students ◽  
Research Findings ◽  
Writing Practice ◽  
Types Of Error

Abstract The research is to find out the types of error analysis in students’ sentences and the most dominant types of error analysis in students’ sentences. This research uses qualitative method to look into errors in the second language acquisition and to collect empirical data. This method is applied to get the accurate data collection. The object of the research is students’ practice randomly taken from twelve advanced students of TOEFL Preparation Class – The Mushlih Institute (TMI) Surabaya. In acquiring the result of this error analysis, surface strategy taxonomy is applied to investigate more details. It is limited on the students’ sentences with inverted subjects and verbs error in their practice consisting of four error types. In summary, the types of sentences with inverted subjects and verbs errors produced by the students are (1) omission appearing 49 times or 79,03% of all, (2) addition appearing 9 times or 14,52% of all, (3) misordering appearing 3 times or 4,84% of all, and (4) misformation appearing a time or 1,61% of all. According to the research findings, the most dominant type of sentences with inverted subjects and verbs error is omission.   Keywords: Error Analysis, Writing Practice, Sentences.

scholarly journals Role of L1 in L2 Acquisition According to Contrastive Analysis Hypothesis and Error Analysis

2020 ◽  
Vol 3 (2) ◽  
pp. 66-72
Author(s):  
Mai Thi Phuong Thao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
English Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
L2 Acquisition

In the changed context of a globalized world where English language continues to grow as a second or third language in many parts of the world, acquiring two primary languages simultaneously gains an increasing popularity. In this case, reviewing the influence of L1 on second language acquisition, i.e. language transfer, is of great importance. Though the theory of language transfer has experienced a long time of ups and downs since 1940s, up to now, it is still a central issue in applied linguistic, second language acquisition and language learning. Much of the history of this central concept has been tied in with the varying theoretical perspectives on SLA. The acceptance and/or rejection of language transfer as a viable concept has been related to the acceptance or rejection of the specific theory with which it has been associated. The article aims to compare and contrast views of the role of L1 in L2 acquisition according to Contrastive Analysis Hypothesis and Error Analysis approaches to reinvestigate how the views of L1's contributions to SLA changed in the early approaches.

scholarly journals Error Analysis Found in Students’ Writing Composition of Simple Future Tense

2018 ◽  
Vol 1 (3) ◽  
pp. 240-251
Author(s):  
Tira Nur Fitria
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learning ◽  
Empirical Data ◽  
English Language ◽  
English Language Learning ◽  
Future Tense ◽  
Foreign Language Acquisition ◽  
Writing Composition

Error analysis is a way to investigate errors in the second or foreign language acquisition. This study of error (error analysis) is part of an investigation of the process of English language learning. This research will find the kind of error analysis found in students’ writing composition in the aspects of grammar, punctuation, and spelling and to find the most dominant kind of error analysis found in students’ writing composition of simple future tense. This research used the qualitative research to collect empirical data from the students’ written. By using this method, the data would be accurately collected. The object of the research is fifteen students’ writing composition which taken from 15 students of S1 Accounting STIE AAS Surakarta. The result of analysis shows that the students’ error in writing composition of simple future tense consists of three aspects of writing. First, in grammar, punctuation and spelling. In grammar aspect, there are errors in some points of class word like in noun (21 data or 36,84 %), determiner/article (2 data or 3,51 %), pronoun (1 data or 1,75 %), preposition (15 data or 26,32 %) and verb (18 data or 31,58 %), then the most dominant error in grammar aspect is noun. Second, in punctuation (16 data or 17,20%). Third, in spelling (20 data or 21,51%). Based on the frequency of each aspect of error writing shows that the most dominant error found in the students’ writing composition is in the aspect of grammar as 57 data or 61,29.

The price of immersion: language learners as a cheap workforce in Malta’s voluntourism industry

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Larissa Semiramis Schedel
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Voluntary Work ◽  
Island State ◽  
Classroom Language ◽  
Mediterranean Island ◽  
Efficient Alternative ◽  
Travel Industry

Abstract This contribution treats “language immersion” as a linguistic ideology and explores narratives, practices, and subjectivities pertinent to that notion in the context of language-motivated voluntourism. Voluntourism programs offer short-term sojourns abroad, which combine voluntary work with holidays while promising “immersion” as an efficient alternative to classroom language learning. In the Mediterranean island state of Malta, whose population is mostly bilingual in English and Maltese, voluntourism has become an attractive product for the booming English language travel industry. Since there is a lack of critical sociolinguistic and second language acquisition research on the language learning trajectories of voluntourists, this piece examines the promise of immersion through the example of a hostel that figures as a workplace. Drawing on ethnographic data, it investigates how learning English through immersion while working abroad is imagined and promoted, whether or not it occurs, and what gains (linguistic or otherwise) it generates and for whom. The article argues that the voluntourism industry appropriates the discourse of immersion to responsibilize English learners for their linguistic self-skilling, thereby constituting them as neoliberal subjects that can easily be exploited as a cheap workforce.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

Research and Reflective Practice in the Pre-Literate ESL Classroom

2020 ◽  
pp. 243-271
Author(s):  
Vineetha Hewagodage
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
English Language ◽  
First Language ◽  
Literacy Skills ◽  
Structured Interviews ◽  
Language Program ◽  
English Only ◽  
Low Educated

This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.

English-Language Learning at Their Fingertips

2015 ◽  
pp. 1950-1970 ◽  
Author(s):  
Mona Alhinty
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Digital Tool ◽  
Learning And Teaching ◽  
Tablet Apps ◽  
Educational Applications ◽  
And Storage

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

Learning English for Technical Purposes

2011 ◽  
pp. 169-190 ◽  
Author(s):  
Anne Dragemark
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
School Students ◽  
Self Assessment ◽  
Online Tutoring ◽  
Upper Secondary ◽  
Research Findings ◽  
Learning Development ◽  
Learning English

This chapter presents some research findings in the area of self assessment,obtained from the European Leonardo Project: Learning English forTechnical Purposes (LENTEC), carried out 2001–2003. In this project,upper-secondary vocational students solved problem-based learning casesin a virtual environment. The project aimed at stimulating upper-secondaryvocational school students from six different European countries to improvetheir English-language skills. It also aimed at helping foreign-languageteachers to develop their skills in online tutoring. A validation study wasundertaken and the results underscored that students need time andpractice to assess their own results. According to students and teachers, amajority of the students became more aware of their own language-learning development. The teachers in the project developed a new teacherrole where some of the responsibility for assessment moved from them to thestudents themselves. This not only motivated the students but also gave themadded time for actual language learning.

The Development of Pragmatic Competence

1996 ◽  
Vol 55 ◽  
pp. 103-120
Author(s):  
Gabriele Kasper
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Pragmatic Competence ◽  
Interlanguage Pragmatics ◽  
Social Psychological ◽  
Pragmatic Development ◽  
Psychological Theories ◽  
Research Findings

Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in inter-language pragmatics have focused on second language use rather than second language learning. The aim of this talk is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that might offer explanations of different aspeas of pragmatic development, and proposing a research agenda for the study of interlanguage pragmatics with a developmental perspective that will tie it more closely to other areas of SLA.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

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