Analysis Of Common Errors Research Articles

Analysis of Common Errors in Mine Survey and Countermeasures

Analysis of Common Errors in Mine Survey and Countermeasures

Analysis of Common Errors and Countermeasures in Construction Engineering Survey

Analysis of Common Errors and Countermeasures in Construction Engineering Survey

Newman’s Error Analysis of Common Errors in Solving Convergence of Power Series Using Ratio Test

Newman’s Error Analysis of Common Errors in Solving Convergence of Power Series Using Ratio Test

A Common Error Analysis in Students’ English Narrative Writing

This research aims to explore error analysis in students’ academic writing. The study was conducted at the University of HKBP Nommensen Medan. The method used is a mixed-method. The research participants were 26 English department students in the third semester. Thus, the research data consist of 26 narrative stories. The results showed that around 252 errors were found in all categories. The most dominant error category is omission 92 (36.51%) then is respectively followed by addition 64 (25.40%), misinformation 56 (22.22%), and disordering 40 (15.87%). The most dominant factor as the cause of the error is first language interference, and then translation and carelessness. In conclusion, all types of errors (omission, addition, misinformation, and disordering) were identified in the students’ narrative writing.
 Keywords: Error Analysis, Factor of Errors, Narrative Writing, University Students

Analysis of Common Errors in Financial English-Chinese Translation

As English for a special purpose, financial English is characterized by its strong professionalism and complex sentence structure, thus leading to many translation mistakes. This paper first introduces the stylistic features of financial English, then points out three common mistakes in financial translation with some corresponding examples. At last, three strategies are being put forward for improving the translation quality of financial English, aiming to promote the effective communication between international finance and foreign trade industries.

An algebraic model for the propagation of errors in matrix calculus

AbstractWe assume that every element of a matrix has a small, individual error, and model it by an external number, which is the sum of a nonstandard real number and a neutrix, the latter being a convex (external) additive group. The algebraic properties of external numbers formalize common error analysis, with rules for calculation which are a sort of mellowed form of the axioms for real numbers.We model the propagation of errors in matrix calculus by the calculus of matrices with external numbers, and study its algebraic properties. Many classical properties continue to hold, sometimes stated in terms of inclusion instead of equality. There are notable exceptions, for which we give counterexamples and investigate suitable adaptations. In particular we study addition and multiplication of matrices, determinants, near inverses, and generalized notions of linear independence and rank.

基于SpeechRater<sup>®</sup>不同分数段学生口语作答常见问题分析

基于SpeechRater<sup>®</sup>不同分数段学生口语作答常见问题分析

From pedagogic control, correction and assessment to self-control, self-correction and self-assessment

The article deals with the methods that allow developing mechanisms of self-control, self-correction, and self-assessment in foreign students. These mechanisms are based upon open and hidden pedagogic control, the use of transparent assessment criteria, and timely analysis of common errors. The authors describe the formation stages of internal self-control, the development of which is characterized by a decrease of the teacher’s pedagogic controlling influence. Attention is drawn to the efficiency of the teacher’s flexible approach in regulating a methodically sound balance of pedagogic assessment and self-assessment of their speech activity by foreign students. The authors present a subsystem of special tasks to form mechanisms of self-control, correction, and self-assessment as well as the general requirements to the content of such tasks. They also offer their recommendations for the prevention of errors according to their classification: 1) violation of language system; 2) violation of language norms; 3) violation of usage. The article contains pedagogic strategies related to the organization of the purposeful progressive transition from the teacher’s external controlling, corrective and assessing actions to the formation of mechanisms of self-control, self-correction, and self-assessment in foreign speakers. The authors demonstrate that a purposeful pedagogic activity promotes a reduction of time needed to overcome the language and speech issues, provides for a relatively errorless speech activity of foreign speakers and positively affects the development of their communicative competence. Other necessary components include a precise organization of the learning process, use of quality teaching aids, a rational balance of test and non-test forms of control and availability of special text-book assignments with answer keys.

An Analysis of Common Errors in ESL Descriptive Writing among Chinese Private School Students in Malaysia

The first objective of this study is to identify the types of errors made by students in their ESL writing. The second objective is to compare the types of errors (overall, spelling, mechanics, grammar, coherence, sentence structure and lexical) in descriptive writing, according to gender. The third objective is to explore an ESL teacher’s views on how to minimize students’ errors in their ESL descriptive writing. This descriptive study has used the QUAN-qual model whereby the quantitative data was collected using a descriptive writing test while the qualitative data was collected through a face-to-face interview with the ESL teacher. The sample of this study comprised 102 senior one students (47 males and 55 females) from a Chinese private school in Kuala Lumpur. The findings from quantitative data revealed that female students made significantly less errors than male students in their overall writing, spelling, grammar, sentence structures and lexical items. However, the difference in errors between male and female students in the area of mechanics and coherence was not significant. The findings of the qualitative data support the quantitative findings which indicate that students made most errors in the areas of grammar and sentence structures. On how to minimize students’ errors in writing, the teacher opined that giving more exercises in grammar and sentence construction can enhance students’ writing skills. This study therefore has crucial theoretical, pedagogical and practical implications for both ESL students and teachers alike.