• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文OA文献 >Comparative Error Analysis In English Writing By First, Second, And Third Year Students Of English Department Of Faculty Of Education At Champasack University
【2h】

Comparative Error Analysis In English Writing By First, Second, And Third Year Students Of English Department Of Faculty Of Education At Champasack University

机译：占巴萨克大学英语教育系英语一年级，二年级和三年级学生在英语写作中的比较错误分析

页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

NokthavivanhSychandone. 2016. Comparative Error analysis in English writing by First, Second and Third year students of English Department at Champasack University.udThe study is focused on errors in students’ writing and to identity namely: (1) the types of errors are made by students in 1st, 2nd, and 3rdyear of English department in their writing, (2) the frequencies of each types of error are made by students in year 1st, 2nd, 3rd of English department will make on their writing, (3) the differences and similarities of type of errors of learner on writing in first, second and third years, and (4) the sources of error on students’ writing in year 1st, 2nd, 3rd. There are 54 students with 54 written task, they studied in different level (the first, second and third year). The quality is used this research to conduct the data. Thus total of error includes 571 erroneous sentences made by three levels.ud They are two types of errors, namely lexical errors (131 error sentences or 22, 94%) andsyntactical error (440 error sentences or 77, 05%), they have eight categories such as : (1) wrong word spelling , (2) wrong selection words, (3) false friend, (4) verb to be, (5) verb tenses, (6) preposition, (7) conjunction, and (8) sentences construction. There are twenty-three error cases. The researcher found the second year learners made more errors than first and third year, there are 263 errors sentences or 46, 05% whereas first year has 229 erroneous sentences or 40, 10% and third year has 79 erroneous sentences or 13, 81%. The similarities of errors categories have five verb tenses, preposition, sentence construction, wrong word spelling and wrong selection word. The difference of error categories have three, false friend words, verb “to be” and conjunction. The interlangusge influences to learners’ error especially cognitive process then Selinker’s theory is used to find error sources, thus it found that overgeneralization (265 errors or 46, 40%) is the main factor to make learners produce errors because learners have not understood tenses usage. Language transfer (199 errors or 34, 85%) is one factor that effect to learners’ error, first language structure (Lao) influence in target language becauseudxvudlearners forget the English language structure. The last factor affects to error, simplification (107 errors or 18, 73%) is omission some unnecessary words in sentences and incorrect form.udThe teachers should have more activities about writing practice in the classroom before beginning the lesson or the end of the class (on the paper) and have time limitation. After that, teachers must check the correct and feedback to learners in the next time or teachers find other activities which are stimulated them. Moreover, teachers should focus on the grammatical structure and vocabulary then they explain the different Lao grammatical rule and English grammatical rule.ududKeyword: comparative, error analysis, interlanguage, grammar, writing.
机译：NokthavivanhSychandone。 2016.占巴萨克大学英语系一年级，二年级和三年级学生在英语写作中的比较错误分析。 ud本研究着重于学生写作中的错误和身份认同，即：（1）错误的类型是由学生造成的在英语系的第一，第二和三年级中，（2）在英语系的第一，第二，第三年级，学生会犯各种错误的频率，（3）差异和学习者在第一，第二和第三年的写作错误类型的相似性；以及（4）在第一，第二，第三年学生写作的错误来源。有54名学生完成54项书面任务，他们分别学习不同的水平（第一年，第二年和第三年）。质量用于本研究进行数据。因此，错误总数包括三个级别的571个错误句子。 ud它们是两种类型的错误，即词汇错误（131个错误句子或22％，占94％）和语法错误（440个错误句子或77％，05％），它们具有八个类别，例如：（1）错误的单词拼写，（2）错误的选择单词，（3）虚假的朋友，（4）是的动词，（5）的动词时态，（6）介词，（7）连词和（ 8）句子建设。有23种错误情况。研究人员发现，第二年学习者犯下的错误比第一年和第三年要多，有263个错误句子或46个，05％，而第一年有229个错误句子或40个，10％，第三年有79个错误句子或13个，81％ 。错误类别的相似性有五个动词时态，介词，句子结构，错误的单词拼写和错误的选择单词。错误类别的区别包括三个虚假的朋友单词，动词“ be”和连词。中介语会影响学习者的错误，尤其是认知过程，然后使用塞林克理论寻找错误的来源，因此发现过度概括（265个错误，占46％，40％）是导致学习者产生错误的主要原因，因为学习者对时态的用法不了解。 。语言迁移（199个错误或34个错误，占85％）是影响学习者错误的一个因素，第一语言结构（Lao）对目标语言的影响是因为 udxv udlearners忘记了英语语言结构。影响错误的最后一个因素是，简化（107错误或18，73％）是省略了一些不必要的句子和错误的形式。 ud在开始上课或结束学习之前，老师应该在课堂上进行更多的写作练习活动。上课（在纸上）并有时间限制。之后，教师必须检查正确的内容并在下一次反馈给学习者，否则教师会发现其他刺激他们的活动。此外，教师应着重于语法结构和词汇，然后讲解不同的老挝语法规则和英语语法规则。 ud ud关键字：比较，错误分析，中介语，语法，写作。

著录项

  • 作者

    SYCHANDONE NOKTHAVIVANH;

  • 作者单位
  • 年度 2016
  • 总页数
  • 原文格式 PDF
  • 正文语种 en
  • 中图分类

相似文献

  • 外文文献
  • 中文文献
  • 专利

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号