Acquisition of articles by Estonian learners of Spanish as L3: a corpus study

This research aims to describe linguistics error on “Fokus” rubric of Pendapa Tamansiswa magazine. The errors identified are 1) spelling errors, 2) morphologic errors 3) syntactic errors 4) and lexicon errors. This is a qualitative descriptive research which focuses on sentences containing linguistics errors. The data are gathered from sixteen packs of rubric “Fokus” in Pendapa Tamansiswa magazine in eight bundle of publishing by using free intensive reading and note taking techniques. The data were analyzed by using evenly distributed methods with direct-substance-distribution techniques, substituting techniques, disappearing techniques, extension techniques, and reversing techniques. The result showed that (1) there are 133 error sentences or 11,24% contain of error in letter using, dictions, punctuation, and spelling. (2) There are 8 sentences with morphologic errors or 0,68% which contain affixes and reduplications errors. (3) There are 70 syntactic errors in 70 sentences or 5,91% which contain sentence patterns errors and word choise of tugas. (4) There are 50 sentences with lexicon errors or 4,23% which contain unappropriate choice of dictions, unsuitable choice of dictions, and redundan formating. (5) There are 161 sentences with mixed errors or 13,60% which consist (a) spelling and morphologic errors, (b) spelling and syntactic errors, (c) spelling and lexicon errors (d) morphologic and syntactic errors, (e) morphologic and lexicon errors, (f) syntactic and lexicon errors, (g) spelling, morphologic and syntactic errors, (h) spelling, syntactic, and lexicon errors, (i) morphologic, syntactic and lexicon errors, and (j) spelling, morphologic, syntactic, and lexicon errors.

Artikkelissa tarkastellaan kielitaidon taitotasoittaista kehittymistä potentiaalisten esiintymien analyysin (Potential Occasion Analysis, Thewissen, 2015) avulla. Kehittymistä analysoidaan tarkkuuden näkökulmasta, ja sitä mitataan kohdekielen muoto- ja käyttökonventioista poikkeavien muotojen määrällä. Tutkimus on korpuspohjaista virheanalyysia (Corpus-aided Error Analysis, Dagneaux, Dennes & Granger, 1998), ja se perustuu taitotasoilla havaittujen, yhdeksään virheluokkaan sijoittuvien virheiden määrien tilastolliseen testaukseen. Aineistona on Kansainvälinen oppijansuomen korpus (ICLFI). Analyysi osoittaa, että merkittävintä kehitys on tasojen B1 ja B2 välillä; tasojen A2 ja B1 välillä tarkkuuden kehityksessä on nähtävissä myös regressiota (esim. määrite- ja fraseologiset virheet) ja stabilaatiota, jota esiintyy erityisesti morfosyntaktisissa ja syntaktisissa virhetyypeissä. Tasojen B1 ja B2 välillä muutos on kuitenkin niin selvää, että erityisesti morfosyntaktisen ja syntaktisen tarkkuuden lisääntymisen voisi nostaa yhdeksi tasoa B2 määrittäväksi piirteeksi. Jo aiemmissa tutkimuksissa taso B1 on nähty selvänä kulminaatiopisteenä kielen kehityksessä (ks. esim. Kajander, 2013, s. 93–95; Seilonen, 2013, s. 59–61; ks. myös Thewissen, 2015), ja tämän tutkimuksen valossa näin on myös tarkkuuden kehityksessä.

This study is an attempt at investigating morphological and syntactic errors in compositions committed by twenty first-year EFL learners at the Department of English in Al-Imam Al-Kadhum University College/ Thi-Qar. The procedure followed is observing these errors in composition writing. The findings reveal that the compositions are abound with morphological and syntactic errors and such errors are classified under eleven categories: omission of '-s'3rd person singular, misuse of ‘-s’ plural, misuse of derivational suffixes, wrong word form, inappropriate plural ending, subject-verb disagreement, auxiliary Be omission, irregular verbs, faulty sentence structure, omission of articles and misuse of prepositions. Analyzing the morphological and syntactic errors, the study explores a growing body of evidence that the learners‘ errors are due to English rule misapplication, Lack of basic understanding, overgeneralization, online chat or short message service language (SMS) influence and L1 language interference (literal translation). The findings, which show that the morphological errors are committed more than the syntactic ones, support the claim that the students lack enough exposure to written English. Thereupon, the study suggests remedial implications against the stumbling-stone of improper rule application in contributing to provide a remedy for such a critical period of college study and to draw the teachers' attention to the most pervasive errors ( the morphological ones) which aggravate difficulties in their written production.

In recent years, the Common European Framework of Reference (CEFR) for Languages, which is a European reference in language issues, has received a lot of attention from foreign language learning activists, including Arabic teachers in various countries. Meanwhile, Arabic language teachers at Islamic schools in Indonesia prefer to use an independent curriculum based on the Decree of the Minister of Religion No. 183, 2019. This study attempts to analyze the content of Arabic books at Madrasah Aliyah (MA) which are based on KMA 183 and compare them with CEFR which focuses on 4 language skills: listening, reading, speaking, and writing. This study is a qualitative research by using a descriptive analytical approach and documentation techniques in data collection strategies. The result of this study is to classify language skill contents into the CEFR classification as follows: (1) the language skills content in the Class X MA Arabic language book fluctuates between levels A2 and B1, (2) while for class XI MA it is at levels A2, B1, and B2, (3) and for class XII MA it ranges between levels A2, B1, and B2 as well. From these results it can be understood that a small part of the contents of Arabic books at Madrasah Aliyah (MA) are at the beginner level (A2), while most of them are at the intermediate level B1 and B2, while normally the CEFR standard in language learning for the intermediate level must be at levels B1 and B2.

This research was primarily conducted to find out the total amount of grammatical errors and to analyze kinds of morphological and syntactical errors made by the fifth semester students of English Language Education Study Program of Catholic University of Saint Thomas in the Academic Year of 2018/2019 in their English compositions. There are 22 students as the research subject of the study. The writers collected the data by asking the students to write down an English composition entitled My Unforgettable Experience. The grammatical errors made by the students were analyzed based on linguistic category taxonomy (morphological and syntactical errors) proposed by Dulay et al (1982). Based on the data analysis, it was found that there are 400 grammatical errors altogether (277 morphological errors and 123 syntactical errors) made by the research subject in their English compositions. In morphological errors, the students dominantly made errors in past tense, namely 247 errors (89.2%). Next, the students made 14 errors in definite article (5.0%), 10 errors in third singular verb (3.6%), 2 errors in comparative adjective/adverb (0.7%), 2 errors in regular/irregular verbs (0.7%), 1 error in possessive case (0.4%), and 1 error in past participle (0.4%). In syntactical errors, the students dominantly made errors in transformation, namely 42 errors (34.15%). Next, the students made 30 errors in verb construction (24.39%), 25 errors in word order (20.33%), 24 errors in verb phrase (19.51%), and 2 errors in noun phrase (1.62%). It is advisable that the students had better master English grammar very well and need to equip themselves with at least a number of fundamental abilities such as how to use punctuations and construct simple sentences in the English language correctly, and the English teachers/lecturers had better explain English grammar and teach how to construct simple sentences in the English language correctly.
 
 Keywords: Error analysis, grammatical errors, morphological errors, syntactical errors, English compositions

Error analysis is a technique that identifies and classifies the inappropriate forms that foreign language learners produce (Crystal, 1987), and it is considered a useful tool for helping them improve their writing skills. The study investigated the secondary students' common errors in writing English paragraphs. During the first term of the school year 2023-2024, 43 grade 7 students from a secondary school in Hanoi participated in a descriptive quantitative research project. The participants were asked to complete three writing tests at three different times to generate their written errors based on Ferris’ (2014) model of error analysis. The findings indicate that the types of errors that grade 7 students made are lexical errors, syntactic errors, morphological errors, orthographical errors, and paragraph errors. Lexical, syntactic, and orthographical errors are greatly committed by the students. Accordingly, it comes to the conclusion that secondary students in general and 7th graders in particular struggle with writing English paragraphs. The results of the research would also give the secondary teachers of English some implications, such as focusing on grammatical patterns, emphasizing irregular instances, offering adequate practice opportunities, implementing explicit instructions, and engaging students in interactive exercises, visual aids, collaborative activities, authentic materials, etc. to mitigate the students' written errors.

RESUMEN El CAELE es una colección de 418 textos escritos producidos por 62 estudiantes de Español como Lengua Extranjera (ELE), recogidos entre los años 2014 y 2015 y guardados y procesados en formato digital. El objetivo principal de este estudio es determinar los errores más frecuentes y recurrentes de ese corpus, con el objetivo de apoyar a la selección de errores adecuados para los procesos de corrección gramatical mediante las estrategias de Feedback Correctivo Escrito (FCE). Los resultados indican que los errores más frecuentes y recurrentes en el CAELE son los de falsa selección de género gramatical y la omisión de la tilde ortográfica. En cuanto a los niveles de competencia A2 y B1, el error más recurrente en ambos niveles corresponde a la omisión de la tilde ortográfica en las palabras esdrújulas. Aunque hay algunas diferencias: omisión de tilde ortográfica en las palabras llanas y en hiatos en el nivel A2, y falsa selección de género gramatical y omisión de acento en diacríticos en el nivel B1. Estos resultados sugieren una tendencia importante en el orden en que se deben tratar los errores según el nivel de competencia en el proceso de corrección por escrito.

This study is an attempt at investigating morphological and syntactic errors in compositions committed by twenty first-year EFL learners at the Department of English in Al-Imam Al-Kadhum University College/ Thi-Qar. The procedure followed is observing these errors in composition writing. The findings reveal that the compositions are abound with morphological and syntactic errors and such errors are classified under eleven categories: omission of '-s'3rd person singular, misuse of ‘-s’ plural, misuse of derivational suffixes, wrong word form, inappropriate plural ending, subject-verb disagreement, auxiliary Be omission, irregular verbs, faulty sentence structure, omission of articles and misuse of prepositions. Analyzing the morphological and syntactic errors, the study explores a growing body of evidence that the learners‘ errors are due to English rule misapplication, Lack of basic understanding, overgeneralization, online chat or short message service language (SMS) influence and L1 language interference (literal translation). The findings, which show that the morphological errors are committed more than the syntactic ones, support the claim that the students lack enough exposure to written English. Thereupon, the study suggests remedial implications against the stumbling-stone of improper rule application in contributing to provide a remedy for such a critical period of college study and to draw the teachers' attention to the most pervasive errors ( the morphological ones) which aggravate difficulties in their written production.

ABSTRACTThis study aims to describe (1) phonological, morphological, syntactic, and semantic errors found in the Indonesian discourse on the Humanitarian Crisis and the Death of the Democratic Space under President Joko Widodo's leadership which was published by the Papuan Student Alliance-AMP on March 14, 2022 through the media. Facebook online, (2) phonological, morphological, syntactic, and semantic errors contained in the discourse "Equity and structuring the Mardika market" published by Aldis Loilatu on June 3, 2021 through Facebook online media, (3) phonological, morphological, syntax, and semantics contained in the discourse "Makassar has the potential for PSBB to return, the decision will be determined in the next two days" which was published by Makassar Info on January 29, 2021 through the online media Instagram, and (4) provided corrections and follow-up to language errors from in terms of phonology, morphology, syntax, and semantics contained in the Facebook post ok and instagram. The results of the analysis of language errors on Facebook and Instagram online media can be concluded that there are types of language errors in the fields of phonology, morphology, syntax, and semantics. The results of this study are first, the types of phonological, morphological, syntactic, and semantic errors found in the Indonesian discourse on the Humanitarian Crisis and the Death of the Democratic Space under President Joko Widodo's leadership published by the Papuan Student Alliance-AMP on March 14, 2022. , (2) the types of phonological, morphological, syntactic, and semantic errors contained in the discourse of "even distribution and arrangement of the Mardika market" published by Aldis Loilatu on June 3, 2021, and (3) types of phonological, morphological errors , syntax, and semantics on the discourse "Makassar has the potential for PSBB to return, the decision will be determined in the next two days" published by Makassar Info on January 29, 2021. Keywords: language errors, online media, facebook, instagram

Exploring Some Morpho-Syntactic, Lexical and Semotactic Errors in three Western and Eastern Translations of the Meanings of Surat Al-Baqara into the English Language: A Comparative Study

The purpose of this study was to compare the types of morphological and syntactic errors in written simple and complex sentences produced by children with developmental language disorder (DLD) and children with typical language (TL). We analyzed the writing products of 30 children with DLD and 33 children with TL for morphological (e.g., past tense -ed and BE verbs) and syntactic (e.g., word omission and word order) errors in simple and complex sentences. We found that children with DLD produced more regular and irregular past tense errors and syntactic errors than children with TL. We also found that the number of total errors produced by children with DLD was not different in simple versus complex sentences. The findings reported can be used as a starting point for adding writing assessment to speech–language pathologists' tool kit for serving children with DLD. We recommend that clinicians begin with analysis of past tense and syntactic errors when evaluating narrative writing skills of children with DLD.

This study aims to determine what morphological level errors appear in college students' translation of recount texts from Indonesian to English based on Dulay's theory of surface strategy taxonomy. Referring on this theory, errors are divided into omission, addition, mis-formation and mis-ordering. This study was conducted in a descriptive qualitative method. The population was the members of UKM Bahasa Universitas Islam Negeri Raden Intan Lampung with the sample used in this study were 15 members of UKM Bahasa taken with random sampling technique by sharing the Google Form link to all the population and only collected 15 participants. The data of this study were participants' translation results in translating recount text from Indonesian to English, which they sent in the Google Form link. The result of this study shows that there are 130 morphological errors made by students in translating recount text. The most common morphological error is inflectional error, which appears 37 times; the least common is pronoun error, and the auxiliary error, which appears 6 times. Meanwhile, the most common error in the surface level of taxonomy strategy is mis-formation error which appears 58 times, followed by omission error 42 times and addition error 30 times. In this study, researchers did not find any mis-ordering errors that appeared.

This research aims to examine the challenges faced by Indonesian EFL students in academic writing, specifically the errors they made while writing scholarship application essays. The study focused on identifying syntactical and morphological errors and understanding their sources and reasons. The data consisted of 20 essays from third-semester students in an academic writing course at a private Indonesian university. Two English language lecturers reviewed the essays twice to identify the errors. The findings revealed that syntactic errors were the most common, with 132 instances (61.69%), followed by punctuation and capitalization errors with 50 instances (23.37%), and morphological errors were the least frequent with 32 instances (14.94%). Interlingual, or native language interference, was found to be the primary source of these errors. The main factor of making errors is the lack of previous experience and knowledge about the conventions of academic writing and the expectations of the institution they are studying at. This study offers teaching recommendations for EFL teachers, emphasizing the importance of considering the impact of learners' native language besides providing appropriate grammar instruction as the key to effective teaching for ESL teachers.

The article generalizes the results of research directed onto singling out the common errors in speech of aphasic patients. Aphasia is characterized by partial or complete loss of speech and is caused by damage in the language areas (Broca’s and Wernicke’s areas). A lesion in the middle part of the patient’s left frontal lobe results in Broca’s aphasia and the damage to the left posterior superior temporal gyrus is referred to as Wernicke’s aphasia. The major causes of aphasia are strokes, cortical vein thrombosis, traumas of skull and brain, brain infections, tumors, etc. The research is based on the language-in-use descriptive approach to discourse analysis and presents an investigation of 40 documentary video recordings of aphasic patients’ speech (free narration and dialogues); the overall duration of the recordings is 180 minutes. The inclusion criterion was aphasia of any type in adulthood. All the patients are English-speaking people (English being their native language) recovering from aphasia. The analysis was done according to the following criteria: intelligibility, coherence, cohesion, grammatical structure of utterances, prosody and intonation, thus combining formalist (or structuralist) and functionalist research paradigms. The research has shown that the most common errors that aphasic patients make when speaking are as follows: syntactic errors, articulatory errors, lexical misuse and slow speech rate. Syntactic and articulatory errors prevail (55% and 50% of all the studied cases respectively), whereas 37.5% of the speakers demonstrated slow speech rate. The speech of 75% of people with aphasia is incoherent. The patients’ verbal performance is marked with extensive use of pronouns and repetition of words and phrases.

This study examines the writings of French L1 learners in the Korean Learner Corpus to develop an integrated framework for describing error patterns. A total of 1,805 error tokens from 108 stratified texts were coded by location, type, and proficiency level. Errors were most prevalent in predicate, adverbial, and subject constituents, frequently involving functional morphemes, particularly case particles. Substitution and omission errors were dominant, and syntactic errors (e.g., agreement, ellipsis) outnumbered morphological (spelling, inflection) and contextual errors. As proficiency increased, purely morphological errors and those involving form decreased, while errors in case selection and context appropriate lexical or stylistic choices became more common. The findings support teaching methods that link case marking and sentence structure to predicate–argument relationships and provide systematic feedback on spelling, allomorphy, and discourse-level style. (Chung-Ang University)