Morphological Errors Research Articles

Analyzing Morphological Errors and Contextual Influence in Senior High School Students' Written Works: A Qualitative Study

Morphological skills are essential for developing linguistic competence, as they underpin various aspects of language acquisition, including reading comprehension and effective writing. This study examined morphological errors in the written works of 25 Grade 11 students in the Oral Communication course at Northern Abra National High School, exploring how these errors reflected their understanding of word formation rules and the influence of contextual factors like educational background and language exposure. Using a document analysis design, the research involved evaluating students’ assignments and essays to identify error types and frequencies. A systematic coding process categorized errors through qualitative content analysis, revealing themes related to inflectional, derivational, and compounding errors. The study identified common morphological errors in the written works of 25 Grade 11 students enrolled in the Oral Communication course. Inflectional errors were the most prevalent, comprising 40% of the total, with students frequently misusing verb conjugations and plural forms, indicating a fundamental misunderstanding of grammatical rules. Derivational errors accounted for 30%, highlighting confusion around suffix and prefix application. Compounding errors, at 20%, involved incorrect separation and formation of compound words, leading to clarity issues in writing. Affixation errors made up 10%, reflecting overgeneralization and misuse of affixes. Also, students from well-resourced families made 12% fewer morphological errors than those from under-resourced families, with dedicated language programs leading to a 20% reduction. Teacher expertise contributed to a 15% decrease in errors. Students exposed to multiple languages had 30% fewer errors, with those speaking three or more languages showing a 40% reduction, highlighting the benefits of multilingualism on language skills. Moreover, students with both quality education and extensive language exposure made 35% fewer errors than those lacking either factor. These findings emphasize the need for educational equity and multilingualism to enhance morphological skills. A combined approach integrating quality instruction with diverse language experiences is recommended to improve writing proficiency. Generally, the educational background and language exposure significantly impact Grade 11 students' morphological accuracy. Students from well-resourced schools made fewer errors, especially with effective language instruction, while multilingual students demonstrated enhanced writing proficiency. The synergy between quality education and diverse linguistic exposure is essential for improving students' linguistic skills. To address morphological challenges, educational policies should focus on integrating robust language programs and promoting multilingualism, fostering better writing outcomes for all students.

Turkish spelling errors by Turkish-Dutch bilingual children

The current pilot study adds to the small body of work focusing on Turkish-Dutch children's Turkish literacy attainment by investigating their spelling errors. This study deviates from the previous studies by attempting to find patterns behind the surface representation of errors (i.e. omission, substitution and addition). Fifty-three 10 to 12 year-old Turkish-Dutch bilingual children were asked to write Turkish narratives. The participants misspelled about half of the words. The errors in order of frequency were diacritic errors (i.e. confusing the graphemes with and without diacritics), orthographic ambiguity errors (i.e. phonetically spelling a word though it is not orthographically transparent), punctuation errors, capitalization errors, morphological errors (e.g. using a wrong allomorph of a suffix), spacing errors (e.g. writing two words as one), code-switching (i.e. utilizing Dutch words in Turkish sentences) and Dutch-influenced errors (i.e. using Dutch orthographic rules in Turkish such as spelling /j/ as <j> or /u/ as <oe>). The rest of the errors, which lacked a discernible pattern, were categorized as “other”. These results differed from the findings on Turkish monolingual children's spelling errors in the literature in some notable ways (e.g. the very high rate of misspelled words and the prevalence of diacritic errors).

Analisis Kesalahan Berbahasa dan Tanda Baca Teks Berita pada Artikel Detik.com Edisi Februari 2024 sebagai Kelayakan Bahan Bacaan dan Sumber Informasi

News text is information about things that have happened, presented in various forms such as print media, broadcast, and the Internet, so the news must use language that can be understood by the general public so that the news can be conveyed well and there are no misunderstandings in interpreting the information. existing news. The aim of this research is to describe and imply language and punctuation errors in the February edition of detik.com online news text. In this research, a method used to analyze language errors involves an approach, namely quantitative descriptive. Research data collection techniques are the listening method and the note-taking method. This research also uses the collection method and uses formal methods. Based on the research results, language errors in the February edition of detik.com online news text consist of language errors such as several sentences that are difficult to understand, punctuation errors such as a lack of commas, periods, and other punctuation marks, as well as the use of capital letters and morphological errors. The benefit of this research for society is that it can increase the insight of writers and readers, and it can increase knowledge of information that does not yet exist, namely information related to education. The data taken in this research is an analysis of language errors and punctuation in news texts in the February 2024 edition of detik.com articles as appropriate reading materials and sources of information.

The Analysis of Arabic Learning Error in Student of Madrasah Tsanawiyah

This study examines grammatical (nahwu) and morphological (shorrof) errors in Arabic essays by secondary students, aiming to identify and categorize these errors and their causes. It also proposes pedagogical interventions to improve Arabic language instruction by enhancing both theoretical understanding and practical application of linguistic rules. Using a qualitative approach, data were collected through interviews with supervisors, teachers, and students, as well as classroom observations and document analysis of student essays. The analysis followed the Ellis-Huberman framework: data collection, reduction, presentation, and conclusion. Results revealed that student errors stemmed from limited understanding of grammar, interference from their mother tongue, and insufficient practice. Teacher-related factors included inadequate feedback and insufficient opportunities for practice. These issues hindered students' mastery of Arabic. The study recommends a combination of theoretical and applied exercises. Theoretical exercises help students grasp linguistic rules, while applied exercises improve writing skills. More frequent feedback and diverse teaching methods are also suggested to enhance learning outcomes. This research introduces a dual approach, integrating theoretical and applied exercises, offering valuable insights for improving Arabic language education at the secondary level.

Performance Evaluation of XBeach for Seawater-Aquifer Interaction Simulation in Swash Zone of Gravel Beach: An Attempt to Reduce the Phase Errors

ABSTRACT The swash zone and its processes are very important in a beach system due to their significant effects on beach hydrodynamics, morphodynamics and ecosystems, including beach flows, aquifers, and sediment transport. It is important to develop efficient numerical models to evaluate hydrodynamic-morphodynamic processes, particularly in the swash zone. XBeach is a numerical model for beach simulations. Despite substantial advances, XBeach remains yet to be further developed since it is inefficient in modeling interactions between the aquifer level and seawater. This study aimed to cope with XBeach phase errors in the aquifer (seawater-aquifer interaction) estimations leading to an inaccurate simulation of hydrodynamic-morphodynamic processes in the swash zone. The XBeach process was evaluated by developing a numerical algorithm to tackle this drawback. Six experimental tests were performed using the proposed and original XBeach models. The average morphological beach change errors of the proposed and original models were 5% and 10%, respectively. The groundwater head estimation error of the original model was 8% compare with less than 3% of the proposed model. The proposed XBeach model effectively handled the phase error of the original XBeach and stimulated the hydrodynamic and morphodynamic processes in the swash zone more accurately.

Errors in spoken Indonesian among foreign speakers from Japan at the linguistics level

This study aims to analyze Indonesian errors in Indonesian speakers from Japan. This study used the descriptive qualitative method. The data analysis technique in this study was in 4 stages. The stages are included collection of a sample, identification of errors, description of errors, and explanation of errors. The data sources in this study were Indonesian speakers from Japan's videos. This research showed that Indonesian speakers from Japan made Indonesian errors at the linguistic level; the details are as follows. There were 43 phonological errors: 17 adding phonemes errors, five reduction phonemes, and 21 replacing phonemes. There were ten morphological errors. These errors were five errors of omitting prefixes, two errors of omitting suffixes, one error in the aspect of omitting confixes, and errors in using inappropriate prefixes. There were nine syntactic errors: 4 errors in unsubjected sentences, two errors using prepositions, and three incorrect sentence structure formations. These results are discussed among other results from this study. Keywords: Errors; Foreign Speaker; Linguistics.

An Analysis of College Students’ Morphological Error in Translating Recount Text from Indonesia to English Using Surface Strategy Taxonomy

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.

Instrumento MAIN para evaluar las habilidades narrativas en niños hispanohablantes con trastorno del desarrollo del lenguaje (TDL)

IntroductionDevelopmental language disorder (DLD) involves the impairment of one or more linguistic dimensions. It has been observed that these children present difficulties in oral narratives at the microstructure and macrostructure levels, although there is much disparity in the assessment tools used in research. The aim of this study is to assess the narrative skills of Spanish-speaking children with DLD by analyzing oral narratives in terms of narrative microstructure and macrostructure and phonological and morphological errors. MethodThe sample consisted of 24 children: 12 with DLD and 12 with typical development (TD) aged between 7 and 11years. They were administered CELF-5, Raven's 2, and Peabody Picture Vocabulary Test to assess the level of linguistic and cognitive competence and the Multilingual Assessment Instrument for Narratives (MAIN), a narrative assessment tool. These oral narratives were transcribed and analyzed with the CHILDES project tools and coded with the PREP-CORP system. ResultsStatistically significant differences were observed between both groups in the number of utterances, mean utterance length and number of events narrated, as well as in the frequency of morphological and phonological errors. ConclusionsOral narratives of DLD children using the MAIN tool are shorter and less detailed than those of TD, as well as with a higher number of phonological and morphological errors. Therefore, the MAIN could be a suitable clinical tool for the assessment of the narrative skills of DLD children.

CHALLENGES FOR INDONESIAN EFL STUDENTS IN ENGLISH ACADEMIC WRITING

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 development of English language connected speech perception skills: an empirical study on Chinese EFL children.

Connected speech processes (CSPs) occur randomly in everyday conversations of native speakers; however, such phonological variations can bring about challenges for non-native listeners. Looking at CSP literature, there seems to be very few studies that involved young foreign language learners. Therefore, the present study aimed to explore the development of connected speech perception skills by focusing on 201 9- to 12-year-old Chinese EFL children. It also incorporated systematic error analysis to further probe into the specific perceptual difficulties. The results indicate that: (1) Despite a significantly ascending trend for the overall growth of perception skills, no significant differences were found between 11 and 12 year olds in elision and contraction, which suggests that the developmental trend varied depending on different CSP types; (2) Although random errors decreased with age, the number of lexicon and syntax errors gradually increased, and the distribution of perceptual errors shifted from the level of words and syllables to that of phonemes; (3) The primary types of errors resulting in the perception difficulties for elision and contraction were consonant errors, grammatical errors and morphology errors. Ergo, this study enhances the understanding of connected speech perception among EFL children and provides some implications for EFL/ESL listening instructions.

베트남 대학 한국어 전공 학습자의 기계번역 포스트에디팅 양상 연구

Objectives This study aims to investigate the modification patterns of post-editing(PE) in Vietnamese-to-Korean machine translation(MT) by Korean language learners at Vietnamese universities. Methods Twenty-five Korean majors at Vietnamese universities performed PE on a Vietnamese text and recorded their reasons for modifications. The 192 modifications made by the learners were analyzed based on eight error categories to identify their error recognition and correction intention. Results The results revealed that learners prioritized correcting semantic errors over morphological errors in the machine-translated texts and among semantic errors, attempts to correct clarity errors were the most common. However, some corrections deviated from the intended meaning, or introduced new errors during the correction process. Conclusions This suggests that learners need education to consider various aspects beyond simply replacing awkward or incorrect expressions when recognizing and correcting errors. Furthermore, machine translation er-rors frequently necessitate more comprehensive revisions than merely addressing individual aspects. Therefore, it is necessary to provide detailed and step-by-step education by providing post-editing guidelines so that learn-ers can improve by considering various aspects.

A Study of Some Morphological Problems of Chadian Learners of English

The study of new Englishes has been the focus of many researchers who evaluate the spoken and written quality of non-native English in different parts of the globe. This study investigates morphological errors made by Chadian learners of English in their written and oral production. 250 essays by Première and Terminale learners of Lycée Pascal Yoadimnadji and 300 ones by students of the University of Doba were scrutinised. This was completed with oral presentations and free conversations on topics of general interest by 30 secondary school learners and 50 university students. The paper particularly looked at their production of plural forms, third person singular markers, omission/addition, and the production of the -ed morpheme of the simple past tense and past participle. The results show that irrespective of their levels of education, Chadian learners of English generally omit or mispronounce the inflection morphemes in their various forms. The findings also reveal that some of the errors found are general features of non-native English, while others are specific to Chadian setting where English varieties from Cameroon (CamFE), Nigeria (NigE &amp; Pidgin English), and from Sudan lead to a real mixture in classrooms.

A Study of Some Morphological Problems of Chadian Learners of English

The study of new Englishes has been the focus of many researchers who evaluate the spoken and written quality of non-native English in different parts of the globe. This study investigates morphological errors made by Chadian learners of English in their written and oral production. 250 essays by Première and Terminale learners of Lycée Pascal Yoadimnadji and 300 ones by students of the University of Doba were scrutinised. This was completed with oral presentations and free conversations on topics of general interest by 30 secondary school learners and 50 university students. The paper particularly looked at their production of plural forms, third person singular markers, omission/addition, and the production of the -ed morpheme of the simple past tense and past participle. The results show that irrespective of their levels of education, Chadian learners of English generally omit or mispronounce the inflection morphemes in their various forms. The findings also reveal that some of the errors found are general features of non-native English, while others are specific to Chadian setting where English varieties from Cameroon (CamFE), Nigeria (NigE &amp; Pidgin English), and from Sudan lead to a real mixture in classrooms.

Analisis Kesalahan Berbahasa Indonesia pada Kegiatan Story Telling Mahasiswa Universitas Terbuka Kefamenanu

This article discusses the analysis of Indonesian language errors in the student’s story telling activities of universitas terbuka (open and distance learning/ODL university in Kefamenanu, north sentral timor regency. The research aims to describe Indonesian language errors in story telling activities. The method applied in this research in qualitative, descriptive, describing or portraying existing phenomena naturally or artificially. Data collection techniques include recording video speeches ODL university students during the story telling activities. Meanwhile, data analysis techniques cover three stages collecting data, identifying data. The results show that Indonesian language errors produced by the students comprise errors in phonology, semantics, and morphology.

MORPHOLOGICAL ANALYSIS OF STUDENTS’ WRITING

Morphology is one of the important studies in linguistics that focuses on the words and the forming of the words from smallest pieces. This study explored morphological issues in students’ writings about their favorite person and best friend. Data were collected from students’ writing products that belongs to twenty five elementary students of fifth grades. The collected data were analyzed to examine the morphological errors encountered by the students in the rank of morphemes, words, phrases, and sentences The types of errors include omission, overused, misordering, misplacement, and misselection in the free morpheme (lexical and functional) and bound morpheme (inflection and derivation) elements. This research revealed that the participants contributed morphology errors in noun, verb, adjective, and adverb. Second, the most frequent type of morphological errors contributed by participants was misselection. The students have difficulties in understanding the formation and function of words due to the interference of their first language, the low proficiency of English words and structure, and their low practice of writing in the target language. It is expected that the teachers to use interesting technique of teaching and learning English to assist the students’ practices of the target language, and also frequently make corrections and explanations of the students’ writing for them to get clear and specific understanding of the aspect of morphology.

Typical spelling errors of Grade 1 spellers of Polish: An exploratory study adapting the POMAS classification to the Polish orthography

AbstractThis paper presents the adaptation of the POMAS classification of spelling errors (Silliman et al., Developmental Neuropsychology 29:93–123, 2006, Bahr et al., Journal of Speech, Language &amp; Hearing Research 55:1587–1599, 2012; International Journal of Bilingual Education and Bilingualism 18:73–91, 2015) to Polish orthography. We identified the most common phonological, orthographic, and/or morphological errors committed by Polish Grade 1 spellers based on a writing-to-dictation task. Some of the error types were included in the original POMAS; some we added, following the classification rationale, to adapt the classification to the specific features of the Polish orthography. Moreover, we found that the participants made, on average, an equal number of phonological and orthographic errors, and of phonological and morphological errors. However, orthographic errors were more frequent than morphological ones. A roughly equal proportion of orthographic and phonological errors occurred in the spelling of the most difficult words. The most frequent orthographic error type was grapheme substitution, followed by final consonant devoicing, and consonant devoicing within a word errors. The most frequent phonological error type were misspellings in diacritic signs, followed by consonant deletion, vowel deletion, and epenthesis. The developed POMAS-PL version may be used by other researchers of Slavic languages, to allow for intercultural comparisons. Moreover, our analyses can be used by teachers of Polish as a first and a second language to anticipate their students’ errors and to understand what knowledge the learners need to learn to spell correctly.

Investigating Syntactic and Morphological Differences in the Written Productions of Turkish Learners Based on the Learning Context

Purpose: The aim of this study is to investigate the potential impact of the learning context on learners’ written production. Comparing the syntactic and morphological errors, the study tries to find out whether there are differences between written language productions of learners learning Turkish in Turkey and the ones outside the target community. Design/Methodology/Approach: Following descriptive research method, the study adopted qualitative design through systematic content analysis to analyse the data gathered from 78 learners of Turkish at A2 proficiency level, in Turkey (N=42) and outside of Turkey (N=36). The statistical analyses were then carried out to identify the ratios and the categorical distributions of errors determined through error analysis. Findings: The results reveal that learning a language in the target context impacts writing performances significantly at syntactic and morphological level. Based on the findings, instructional implications are provided to enhance effective language input. Highlights: Writing, an important and functional skill in multiple domains, is one of the most challenging skills to master and requires receive sufficient and meaningful authentic language input. As Turkish possesses distinct characteristics compared to Germanic or Semitic Languages, learners of Turkish have additional challenges at language production level. Learners of Turkish display significant differences in the types of syntactic and morphological errors in their writing depending on their learning contexts. The learning context has impacts on the writing productions of learners. The results suggest that educators and program developers in the field of Turkish Language teaching need to consider the role of the context in learning a foreign language while incorporating the special linguistic characteristics of Turkish in designing their teaching programs, materials and lessons.

Research on the surface characteristics of 42CrMo alloy steel pulse electrochemical machining

Electrochemical processing, due to its unique material removal mechanism compared to mechanical processing, often results in significantly different micro-morphologies. It is widely used in areas such as aerospace component processing, surface finishing, passivation, micro-structure mold processing, etc. The complexity of alloy steel composition makes uniform etching difficult to achieve, and the post-etch micro-morphology is also complex, making it challenging to describe and analyze. Therefore, it is difficult to analyze the surface morphology of electrochemical etching under different parameters. In this study, a self-developed electrochemical etching device with adjustable DC voltage, pulse width voltage, and pulse width positive and negative voltage output was used. Different parameters of pulse voltage were used to etch the surface of 42CrMo alloy steel. Due to the strong relationship between surface roughness parameters and the chosen measurement scale, as well as the surface morphology and waviness errors introduced by specimen preparation and etching processes, a wavelet filtering method was used to remove the low frequency components in the surface morphology, and only the surface roughness part was retained for fractal parameter calculation and analysis. The research showed that fractal analysis can also be applied to analyze the surface morphology after electrochemical etching. Pulse voltages with characteristic voltages, characteristic pulse frequencies, and duty ratios can achieve better surface quality during positive pulse etching. Positive and negative pulse etching can obtain better surface morphology than positive pulse etching, but the etching amount is lower, making it suitable for precision finishing.

AN ANALYSIS OF INTERLINGUAL VS INTRALINGUAL ERRORS MADE BY ARAB LEARNERS OF ENGLISH AND TEACHING STRATEGIES TO REDUCE THE ERRORS

Arabic students learning English as a second language tend to commit several errors. This paper explores some of the common interlingual versus intralingual errors made by Arabic learners of English. The authors consider that by addressing morphological, lexical, and semantic errors, English teachers can help Arabic learners develop a more comprehensive and nuanced command of the English language, leading to improved communication skills in various contexts. The instructional strategies offered in this paper provide insights to English teachers and Arabic tertiary-level students on reducing or eliminating these errors. The teaching tips presented in this paper are also helpful to both seasoned and new teachers to reduce errors made by Arabic students learning English as a second language.

Analyzing Facebook Mobile Usage: Efficacy and ESL Learners’ Writing Proficiency

Facebook has leveraged rapid technological and societal changes over the past decade and has emerged as the largest social networking platform. However, research on Facebook has been limited, particularly when examining its potential to improve English as a second language (ESL) writing in comparison to a control group. The study aims to explore the morphological, syntactic, and orthographical aspects of ESL writing through an experimental group [N = 30] using Facebook on mobile and a control group [N = 30] with a traditional teaching approach. The experimental and control groups undergo observation through twice-weekly, in-class-focused free writing sessions for 10 weeks. The progress of the learners’ writing was tracked using pre- and post-tests to assess its impact. The analysis of variance (ANOVA) test revealed that the experimental group made more significant advancements in writing by reducing morphological, syntactic, and orthographical errors compared to the control group. These results validate previous studies that support the use of Facebook on mobile devices in ESL courses and emphasize the need for further research comparing Facebook with other writing platforms.