Related Papers
Revista Letras
Lexical Errors in EFL Students' Written Production 1 (Errores léxicos en la producción escrita de estudiantes de ILE
2020 •
Damaris Cordero
This research describes and analyzes common vocabulary errors found in the written production of English as a Foreign Language (EFL) students. Based on the lexical errors identified, the analysis of the data was carried out by adapting James' lexical error taxonomy and included the written production of 56 students from the Universidad Nacional (Costa Rica). It can be concluded that the participants had more lexical errors in semantics and less at the level of discourse. Recommendations on teaching methodologies to correct lexical errors related issues are included. resumen
Bells: Barcelona English …
Differences in the Written Production of Young Spanish and German Learners: Evidence from Lexical Errors in a Composition
2006 •
Almudena Fernández-Fontecha, mariapilar agustinllach, María Pilar Agustín Llach
AN ANALYSIS OF LEXICAL ERRORS OF TURKISH UNIVERSITY STUDENTS LEARNING ENGLISH
Gizem Mutlu Gülbak
Lexical Errors and Linguistic Calques as Lexical Transfer in EFL Writing: A Case Study
2018 •
Gülin Dağdeviren-Kırmızı
The issue of lexical transfer has always been the topic of interest in the studies of Second Language Acquisition (SLA). Thus far, studies have adopted various taxonomies of lexical errors such as formal, semantic, conceptual etc. In this study, Carrio-Pastor's categorization which is based on James' (1998) classification was used. This includes a) formal errors, b) wrong word formation, c) lexical distortions, d) incorrect use of hyponyms, e) collocation errors and f) wrong lexical choice. The subjects of the present study are 45 Turkish learners of English studying at the faculty of education. Seven of the subjects were male (15%) and 38 were female (84%). The data was collected from 297 authentic papers which were submitted for the course Advanced Reading and Writing I. The data collection period lasted for 14 weeks and the data set was comprised of compare-and-contrast, descriptive, explanatory, advantage-disadvantage, balanced-opinion, process, problem-solution and caus...
A Gaze At English As A Second Langauge Student Writing: Error Analysis In SecondLanguage Acquisition
özlem özen
Macrolinguistics
Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners
2020 •
Fawaz Qasem
Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH) is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological, morpho-syntactic components. For instance, the participants' dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category, preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.
The Modern Language Journal
2012 •
C. Carracelas-juncal
Hill Pubishing
Scrutinizing Interlingual and Intralingual Error: Basis for English Writing Program
2019 •
yen agbay
An error-free written works in expected from every English language teacher. However, writing is one of the most challenging skills in learning second language. In fact, learner's error in second language resulted from the learner's assumptions that second language and native language are formed similarly and from negative transfer within the target language which are known as Interlingual and Intralingual errors respectively (Sari, 2016). In the Philippine setting, the result of the study conducted by Magno (2014) showed that error analysis among Education, major in English students yielded errors in verb tense, structure, punctuation, choice of words, spelling and so on. In line with this, the present study aimed at identifying and classifying the writing errors of the third-year college of education, English major student which will serve as the basis for an intervention program that will hone their writing skills. In the pursue of the study, findings showed that under intralingual error, tense-related errors ranked first with 15.54% followed by fragments with 12.95% and run-on with 11.66% that were caused mainly by negative transfer which ranked first with 49.42% followed by lack of knowledge with 24.32% under interlingual errors.
SECOND LANGUAGE LEARNING ERRORS THEIR TYPES, CAUSES, AND TREATMENT
Aqcou Jaie
PIONEER: Journal of Language and Literature
Lexical Errors in English Students' Writing
2021 •
afrillia anggreni
This research analyzed lexical erros in writing of English students and focused on three types of errors; they were errors in literal translation, errors of word formation, and errors in word choice. This research aimed to explore the most frequent errors and the factors of errors made by English students. The design of this research was qualitative in which the data were colleted by using document in the form of students’ writings and interview. The informants of the research were thirty students majoring in English study program at Tadulako University. The result of this research showed that the most frequent errors made were in word choice and followed by errors in literal translation and errors in word formation. The factors causing the errors were students’ inability to consider the context of the topics when writing. They only focused on using dictionary, Google translate, or simply the words that they had in mind to express ideas in their writing. The students also never used...
