Learner Errors Research Articles

What mathematics do Grade 7 learners take to high school in the context of the COVID-19 pandemic?

Background: Poor mathematics performance in South Africa is well known. The COVID-19 pandemic was expected to exacerbate the situation.Aim: To investigate Grade 7 learners’ mathematical knowledge at the end of primary school and to compare mathematical performance of Grade 7 and 8 learners in the context of the pandemic.Setting: Data were collected in term four of 2020 at 11 primary schools and five secondary schools. All schools drew learners from poor communities in Gauteng.Methods: A multiple-choice test covering mathematical content from Grades 4–7 was designed and piloted. Learner performance was measured through number of correct responses. Qualitative error analyses were conducted on learners’ choices of distractors.Results: The difference in performance of the two grade groups was not statistically significant. There were similar response patterns in learners’ choices of distractors with strong evidence of cue-based reasoning and evidence of additive reasoning in items requiring multiplicative reasoning.Conclusion: Grade 8 learners made very small gains, likely due to reduced learning time. Learner errors show many similarities with the international literature and show that Grade 7 learners are not yet ready for algebra.Contribution: The findings provide starting points for addressing the most common errors and highlight the need for: greater attention to whole and rational number concepts in Grade 8; strategies for teacher support in teaching primary maths content; and innovative teaching strategies to fast-track learning of this content.

An Analysis of Grammatical Errors in Chinese EFL Learners' Oral English

Compared with reading, writing, listening, Chinese English as Foreign Language (EFL) learners oral English ability is usually far weaker and ignored in classroom language teaching. In terms of oral English teaching and practicing, most of the emphasis is on pronunciation, vocabulary, intonation, while little attention has been given to the grammatical errors in the oral English. The present research focuses on analyzing grammatical errors in Chinese EFL learners oral English. In order to identify the most prevalent grammatical error types and determine the relationship between grammatical errors and oral English proficiency levels, the study collects recordings of subjects discussing a particular topic and transcribing them for error recognition, classification, frequency analysis, and correlation analysis. It is found that Chines EFL learners commit preposition and article errors most frequently; no obvious correlation between error numbers and English-speaking levels is shown, while two error types omission auxiliary be and noun for adjective have significant positive correlation with learners English-speaking scores as indicators of their oral English levels. Based on that, it is concluded that differences between the mother tongue and English, as well as the complexity of some grammatical rules are main causes for errors, and teachers should be aware that students are likely to commit some certain types of errors more as they make progress and try to use more complicated grammatical patterns.

Extraction of target structures in learners' corpora

Foreign language (FL) or second language (L2) corpora are sets of productions by non-native speakers, learners of a given language, which contemplate the errors and well-formed structures produced. These serve different research objectives, such as studies on language acquisition (LE and L2), phenomena of linguistic interference or analysis and diagnosis of LE/L2 proficiency levels. In the context of this research, the definition of the learner's proficiency level is often relevant, and this is done, typically, through the analysis of the presence or absence of errors in the learners' productions, based on mappings of typical or expected errors and well-formed structures for a given level of proficiency. However, contrary to the learner's error – which is explicitly marked in the corpus and whose typology and methodology of analysis constitutes a subtopic of investigation on its own –, the well-formed structures, and in particular the target structures (well-formed structures expected in the learners' productions of a given level of proficiency), are not easily identifiable in the corpora. The work presented here aims to fill this gap in COPLE2 – Corpus of Portuguese Foreign/Second Language through the use of expressions in CQL – Corpus Query Language. Based on pre-identified target structures and on the information made available in COPLE2, such as morphosyntactic tagging and different levels of information and annotation (learner production, teacher correction, normalized form, lemma, etc.), we propose query expressions in CQL that easily allow any user to immediately extract examples of target structures by proficiency level. The construction of the query expressions implies the definition and testing of the best strategies for each case and requires the systematization of linguistic rules and patterns of occurrence of the phenomena in question, but also the definition of ways to circumvent the limitations inherent to the corpus annotation, on the one hand, and the query language, on the other.

Grammatical Errors of ESL Learners: A Disruption in Professional Writing

Grammatical Errors of ESL Learners: A Disruption in Professional Writing

Gender minority portrayal in patient simulation: transgender and non-binary healthcare providers consider the priorities and ethics of practice

Gender minorities experience extensive health inequities. Discrimination and bias in healthcare are contributing factors. Increasingly, medical educators are utilizing patient simulation to teach gender-affirming clinical skills. However, institutional practices vary widely in case authoring, casting and training. To date, no guidance for ethical practice has been established. Gender minority healthcare providers offer an important perspective on this due to their patient simulation experience and embodied knowledge. Transgender and non-binary healthcare providers and trainees ( Casting gender minorities in gender minority roles is the gold standard. In situations where this is not possible, participant opinion diverged on whether it is preferable to cast cisgender simulated patients or cancel the case. Participants described gender-affirming patient simulation as impactful. They noted the potential for harm to gender minority simulated patients due to repeated learner errors. The study provides a point of reference for educators designing simulation activities. Developing gender minority case content is important and should be undertaken with care. If recruiting gender minority simulated patients proves difficult, programs should engage their local transgender and non-binary community for input on recruitment and next steps. Increasing the simulated patient-to-learner ratio, engaging gender minority simulated patients remotely and/or involving gender minorities in case development and training may be viable alternatives.

Contact Linguistics of Interlanguage

Different from traditional definitions of “interlanguage” and descriptions of interlanguage production, this study defines interlanguage in terms of its outstanding linguistic characteristics at the level of abstract lexical structure, including its three sublevels: lexical-conceptual structure, predicate-argument structure, and surface morphological realization patterns (Myers-Scotton and Jake 1995). Also different from most previous studies of interlanguage, this study views interlanguage or any interlanguage system as an outcome of a language-contact phenomenon. Adopting the Matrix Language Frame model (Myers-Scotton 1993[1997]) of bilingual intrasentential codeswitching in particular and contact linguistics in general, this study identifies the “matrix language” or the grammatical frame which structures interlanguage and reviews such a matrix language as a composite (Jake 1998; Wei 2009c). By adopting the Bilingual Lemma Activation model (Wei 2002, 2015, 2020), this study explores the nature and activity of the bilingual mental lexicon during interlanguage development. Accordingly, it proposes a particular approach to the nature and sources of second language learner errors or first language transfer in second language learning. It concludes that any interlanguage system must be driven by an incompletely acquired target language system in general and by an incompletely acquired target language abstract lexical structure in particular.

The Role of Contrastive Analysis/Error Analysis in Solving Learners Errors Problems in French as a Foreign Language Class in Nigeria

In French as a Foreign Language class in Nigeria where the Nigerian learners of the language study the language against the background of their mother tongue/ English Language which they have attained to some level a reasonable degree of competence, the making of errors is inevitable since the learners concerned are faced with a lot of linguistic problems such as; interference of their Native tongue/English on French language and other linguistic problems emanating from French language. The study is set to take a look into the role of Contrastive Analysis/ Error Analysis in solving French learners’ error problems.

The Composite Abstract Lexical Structure of Interlanguage and Its Implications for Second Language Acquisition

This paper explores the nature of interlanguage with a focus on its lexical structure in relation to second language acquisition. The lexical structure of any language is assumed to be ‘abstract’ in that the mental lexicon contains ‘lemmas’, which are pieces of information about individual lexemes at three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. The abstract lexical structure of IL is assumed to be ‘composite’ in that during the process of second language acquisition several linguistic systems are in contact, each of which contributes different amounts to interlanguage (i.e., the developing linguistic system). This study claims that lemmas are language-specific and the bilingual mental lexicon contains cross-linguistic lemmas at each of these abstract levels. It further claims that bilingual lemmas are in contact in interlanguage production, and it is cross-lemma variations in the composite abstract lexical structure of interlanguage which induce learner errors. Naturally occurring interlanguage production data for the study include several first and second language pairs. Based on the research findings, this study concludes that interlanguage variations are driven by an incompletely acquired abstract lexical structure of a target language and offers some implications for second language acquisition.

Primary Pre-service Teachers’ Knowledge of the Concepts of Mean and Median

The development of statistical literacy has become a key outcome of mathematics curricula in various countries. The purpose of the study was to explore primary pre-service teachers’ (PSTs’) knowledge of aspects of measures of central tendency, which is a central concept in statistical literacy. The 183 PSTs’ written responses to four tasks were analysed in terms of demands elucidated by the Mathematical Knowledge for Teaching (MKT) framework. The results showed that almost all the participants were able to carry out simple computations of the mean and median and were generally able to identify learner errors. However, they found it much harder to solve problems that required unpacking of the procedures and comparison of different measures of central tendency. They also struggled with providing suitable feedback based on learner errors. This study shows that primary school PSTs need more support in developing these MKT skills with respect to the concepts of the mean and median.

A Comparative Study on Verb-Noun Collocation Errors of Chinese EFL Learners with Different Language Proficiency

A Comparative Study on Verb-Noun Collocation Errors of Chinese EFL Learners with Different Language Proficiency

The Arabic Definite Article: A Challenge Facing Advanced L2 Learners

One of the most difficult challenges of learning Arabic as a foreign language is mastering the definite article system. Research in the area of Arabic L2 acquisition shows that the Arabic definite article al- ‘the’ poses serious difficulties for adult learners even at advance levels. This article is among the most frequent words of the Arabic language, and has a crucial role in maintaining text cohesion and coherence. Because of this importance and high frequency, al- ‘the’ has a huge effect on L2 learners’ language competence. The present study examines the written errors in advanced non-native Arabic learners’ use of the definite article in order to identify the most difficult areas for them, explor possible factors contributing to these difficulties, and suggest strategies that could reduce their effect. The data examined cosists of 89 written text extracted from the Arabic Learner Corpus (ALC) v2, compiled by Alfaifi, Atwel, & Hedaya (2014). A general description of the errors is provided after they are identified and classified. The study found both stuructural and semantic areas of difficulty in the learners’ usage of al, these areas were then examined to explore possible factors causing this persistent problem. Based on the analysis, some strategies to overcome these difficulties were suggested.

Errors and Misconceptions in Euclidean Geometry Problem Solving Questions: The Case of Grade 12 Learners

Euclidean geometry provides an opportunity for learners to learn argumentation and develop inductive and deductive reasoning. Despite the significance of Euclidean geometry for developing these skills, learner performance in mathematics, particularly geometry, remains a concern in many countries. Thus, the current study examined the nature of learners’ errors in Euclidean geometry problem-solving, particularly regarding the theorem for angle at the centre and its applications. Van Heile’s theory of geometric thinking and teacher knowledge of error analysis were used as conceptual frameworks to make sense of the nature of learners’ errors and misconceptions. Using a participatory action research approach, the study was operationalised by five mathematics teachers from four secondary schools in Motheo district in the Free State Province of South Africa and three academics from two local universities. The study analysed 50 sampled midyear examination scripts of Grade 12 learners from four schools. The findings of this study revealed that most learner errors resulted from concepts on Van Heile’s operating Levels 0 and 1, while the questions mainly required Level 3 thinking. The study recommends that teachers determine their learners’ level of geometric thinking and integrate this knowledge in their lesson preparations and material development.

Ordinary-level learners errors in solving simultaneous linear equations at a Zimbabwean secondary school

Ordinary-level learners errors in solving simultaneous linear equations at a Zimbabwean secondary school

A Study on Lexical Errors of Beginner-level Learners of the Korean Language in Vietnam and Suggested Teaching Methods -Focusing on Locomotion verb ‘가다(go)[kada]’ and ‘오다(come)[oda]’-

A Study on Lexical Errors of Beginner-level Learners of the Korean Language in Vietnam and Suggested Teaching Methods -Focusing on Locomotion verb ‘가다(go)[kada]’ and ‘오다(come)[oda]’-

Analysis of Typical Errors When Translating from Russian into Persian at an Advanced Level of Teaching the Russian Language (Erratological Aspect).

The article deals with erratology, one of the theories of translation errors. It classifies typical errors of Persian-speaking learners when translating from Russian into Persian at the advanced level of Russian language teaching for Iranian students. This classification is done with the help of E.V. Alikina’s classification of typical translation errors. The article aims to identify, classify and present typical translation errors in Russian to Persian translation in order to prevent them. The novelty of this study lies in the fact that it is the first time that typical errors of Persian-speaking students learning Russian are examined from an Erratological point of view. It is considered to be a descriptive study conducted using an integrated approach. The statistical population of the present study included male and female learners of advanced Russian language learners of Allameh Tabataba’i University. Forty male and female learners were selected by random multistage sampling method and they translated the texts during one semester. The article categorizes typical errors of Persian-speaking advanced Russian learners and presents some recommendations for their prevention.

Exploring Errors Treatment Impacts on Undergraduate Learners in English Language Classrooms at Kohat University of Science & Technology, Kohat

The objective of this study is to develop a comprehensive understanding about the various impacts of language teachers’ written or oral corrective feedback techniques and strategies on learners’ language learning. This study also investigates learners’ attitudes and perceptions about their teachers’ corrective feedback strategies applied in the classrooms. Using inappropriate approaches in learner errors treatment process can hold back learner language learning performance in the classroom. This study employs mixed method approach by collecting data through questionnaire and interview. Quantitative data is collected from 219 students by using five-point Likert scale questionnaire. To determine the results, descriptive analysis and regression analysis is applied; while qualitative data is analyzed through thematic analysis. Research study concluded that teacher’s attitude and strategies during learner errors treatment process can cast enormous positive or negative impacts on learner language learning. Learners recommended appropriate and well accepted feedback strategies for their better learning in language classrooms.

Lexical Collocation Errors in Essay Writing: A Study into Vietnamese EFL Students and Their Perceptions

Writing requires practicing language by combining words, not using them separately. Accordingly, EFL learners commit errors in lexical usage or lexical collocations. Previous studies have highlighted the significance of collocations in writing and identifying lexical collocation errors, but few researchers have looked into this field in the Vietnamese context. Therefore, this paper investigates lexical collocation errors of Vietnamese EFL learners in their writing essays and their perceptions. 104 English majors at a private university in Vietnam participated in the study. Quantitative and qualitative data were collected, and essays and semi-structured interviews were research tools. The results show that Verb + Noun and Adjective + Noun are the two most common lexical collocation errors, which are attributed to learners’ lack of competence, negative transfer, synonym strategy, and approximation. The interview results suggest EFL learners do not understand collocations adequately, so there should be guidelines and instructions from teachers for better collocation practice.

CLIL in Spain and Vietnam

This study is based on the comparison between two Content and Language Integrated Learning (CLIL) contexts – in Madrid, Spain and in Hanoi, Vietnam – with a focus on teachers’ use of oral corrective feedback in classroom interaction at the primary school level. The model of corrective feedback (CF) developed by Lyster and Ranta (1997) and reproduced in Lyster and Mori (2006) was adapted for the analysis of teachers’ CF on errors of form and learners’ uptake. Participants of the study include three Spanish-native teachers in three bilingual schools in Madrid and four Vietnamese-native teachers in two bilingual schools in Hanoi, all at the primary school level. All classroom data was collected in CLIL natural-science classes in both settings. Results from the study showed that the overall CF patterns were very similar in both contexts with recasts as the most frequent CF type, followed by prompts and explicit correction. More specific differences were observed in the levels of uptake and repair following each type used by different teachers across the two contexts.

Transcoding of French numbers for first- and second-language learners in third grade.

Transcoding is the process of translating between spoken and written numbers, and it is correlated with other mathematical skills. In the present study, we investigated the link between French number writing of 49 students in the third grade (aged 7-9 years) and their language skills. Transcoding in French is of particular interest because the spoken number language system does not completely correspond to that of the written digits (e.g., quatre-vingt-dix [four-twenty-ten] and 90). We hypothesised that the complex linguistic structure of spoken numbers in French would be challenging for students who are learning to transcode. First and second French-language learners' accuracy and errors were recorded during a writing task of 3- to 7-digit numbers. Children also completed linguistic tests (e.g., receptive vocabulary, receptive syntax). Results showed that first- and second-language learners did not differ in their transcoding accuracy. Number size, decade complexity of stimulus number words in French (i.e., numbers containing a complex decade, operationalized as a number between soixante-dix, 70, and quatre-vingt-dix-neuf, 99), and receptive vocabulary predicted children's French transcoding skills. Students were more likely to produce errors (e.g., 68 or 6018 for 78) when they transcoded complex decade numbers compared with simple decade numbers. When an error was made on the complex decade portion of a number, it was likely a lexical error. In conclusion, third graders, both first- and second-language learners, found complex decade numbers challenging and their performance was related to their general vocabulary skills.

Bilingual Complex Abstract Lexical Structure and Its Relevance to Interlanguage Studies

This study adopts two assumptions about abstract lexical structure. One is that lexical structure is modular: lexical information is organized into subsystems pointing to different levels of linguistic structure, and parts of lexical structure can be split and recombined. The other concerns the sources of morphemes actually occurring in surface strings. As commonly recognized, abstract lexical structure contains three levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. This study argues that abstract lexical structure becomes “complex” because the bilingual mental lexicon contains lemmas (i.e., abstract entries about lexemes) from different sources, such as learners’ first language, their target language, and their interlanguage. By adopting a multi-layered speech production model (Levelt, 1989; Myers-Scotton & Jake, 2001; Wei, 2002, 2015, 2020), it further argues that different types of morphemes are accessed at different levels of language production, resulting in different degrees of learning difficulty (an implicational hierarchy of second language morpheme acquisition) and different types of learner errors in interlanguage production. The typical instances of learner errors for the study are collected from interlanguage performance by adult second language learners with various first language backgrounds. This study aims to explore the nature of the bilingual mental lexicon and mechanisms of interlanguage development.