Morphological Errors Research Articles

Morphosyntax Errors in Undergraduate Research Articles from English Education Department

Since the graduates of English education department are expected to be educators, errors that are still prevalent in their research articles need to be acknowledgedas teaching what is essentially flawed language use may lead to damaging results.Therefore, the aim of this research is to inspectprevalent morphological and syntactical errors in undergraduate research articles from English education department and determine the factors causing the errors. The results of the study show that errors are found at both morphological and syntactical levels. The morphological level includes inflection, derivation, preposition, article, possessive determiner, quantifier determiner, copula be, and pronoun. Meanwhile, the syntactical level includes passive voice, tense, infinitive, noun phrase, adverbial clause, adjectival clause, auxiliary, and subject-verb agreement. As for the source of errors, both interlingual and intralingual factors are attributed to causing such errors.This study highlights the process of error classification andthe trend of frequently-made errors, including their commonality within the EFL context. Several suggestions are also offered in order that English learners can be more attentive to their writings.
 Keywords:error analysis, morpheme, syntax, research article, undergraduate

STUDENTS’ SURFACE STRATEGY TAXONOMY ERRORS IN NARRATING A STORY: A MORPHO-SYNTACTICAL VIEW

This study was set to reveal students’errors in speaking. The errors were limitted to surface strategy taxonomy errors with the focus of morphological and syntactical errors. The study was carried out under a mixed-method design where both quantitative and qualitative data were both needed. 33 students of ELESP Lambung Mangkurat University participated in this study. The participants were asked to orally create a story based on sequence pictures given to them. The recordings of students’ stories were then transcribed and analyzed. The results of the study suggested that 249 errors from different categories occured in students’ stories. The most prominent errors were found in Omission and Misinformation categories. The errors suggested students’ lack of understanding in English grammatical rules. However, despite the errors, students’ stories were still easy to comprehend. Keywords: errors; speaking; surface strategy taxonomy; morphology; syntax

ANALISIS KESALAHAN KALAM BAHASA ARAB PADA PESERTA DIDIK LEMBAGA PENGEMBANGAN BAHASA ASING (LPBA) PONDOK PESANTREN NURUL JADID PAITON PROBOLINGGO

This research was motivated by the obligation of students at the Institute for Foreign Language Development (LPBA) Pondok Pesantren Nurul Jadid Paiton Probolinggo to speak a foreign language, namely Arabic. However, in practice many of them still make mistakes in speaking Arabic. Therefore, the language skills of students are not balanced, knowing the pattern of mistakes made by students can minimize or even eliminate the errors in speaking Arabic. This study aims to identify errors in speaking Arabic in students. And knowing the cause of the error and providing the right solution to the mistakes of speaking Arabic. The research methodology used by researchers in identifying speaking errors in students is a qualitative method with a descriptive analysis approach. And the data collection techniques include: observation, interviews, and documentation. While the data analysis used by researchers is a qualitative descriptive analysis. The results of the study indicate that there are 4 components of the form of Arabic speaking errors made by students, namely: phonology, morphology, syntax, and semantic errors. And the cause of the error is the influence of the language that is known first (Mother Language), lack of understanding of Arabic language rules, musyrifah not correcting student errors so that it becomes a bad habit, and students' lack of understanding of the adjustment of the words they use (Arabic). The solution to overcome speaking errors in Arabic for these students is that musyrifah plays an active role and provides a good example in learning Arabic, Giving ta'zir (punishment) to students who make mistakes in speaking Arabic, multiplying mufrodat (vocabulary). and Eliminate the habits of students who tend to generalize Arabic with a language that is known first (mother tongue.

Errors Made by The Presenters of Thesis Proposal Seminar in English Study Program

This study is aimed to find out the types of errors made by the presenters of thesis proposal seminar based on Communicative Effect Taxonomy and to find out whether or not global errors of Communicative Effect Taxonomy made by the presenters of thesis proposal seminar significantly hinder communication between the presenters and the audiences. This study used qualitative approach since the data of this study was taken from 4 students' presentations which were in the form of words rather than number and statistic. This study revealed that there were 188 errors committed by the students in which 179 and 9 erroneous utterances fall under local error and global error respectively. The local errors consist of 45 lexical errors, 93 morphological errors, and 41 syntactical errors. The global errors consist of 2 wrong order of major constituents, 1 missing, wrong, or misplaced sentence connectors, 1 missing, wrong, or misplaced sentence connectors, and 5 uncategorized global errors. As for the effect of global error to the audience, the writer found out that the global errors did not significantly hinder communication to the audience.

Errors Made by The Presenters of Thesis Proposal Seminar in English Study Program

This study is aimed to find out the types of errors made by the presenters of thesis proposal seminar based on Communicative Effect Taxonomy and to find out whether or not global errors of Communicative Effect Taxonomy made by the presenters of thesis proposal seminar significantly hinder communication between the presenters and the audiences. This study used qualitative approach since the data of this study was taken from 4 students' presentations which were in the form of words rather than number and statistic. This study revealed that there were 188 errors committed by the students in which 179 and 9 erroneous utterances fall under local error and global error respectively. The local errors consist of 45 lexical errors, 93 morphological errors, and 41 syntactical errors. The global errors consist of 2 wrong order of major constituents, 1 missing, wrong, or misplaced sentence connectors, 1 missing, wrong, or misplaced sentence connectors, and 5 uncategorized global errors. As for the effect of global error to the audience, the writer found out that the global errors did not significantly hinder communication to the audience.

The long-lasting effects of thiamine deficiency in infancy on language: A study of a minimal-pair of twins

Thiamine, vitamin B1, is a crucial component in brain development. This study examined the role thiamine plays in the development of language, by examining the long-term effects of thiamine deficiency in infancy. The participants were a young adult who had consumed a thiamine-deficient baby formula at age 1;0–1;5, and her non-identical twin sister, who had consumed a non-deficient formula. We conducted a comprehensive assessment of various language abilities, including syntax, morphology, lexical encoding and retrieval, word and nonword reading, and phonological working memory, most of which have not been previously tested in individuals who had thiamine deficiency in infancy. The twin who had thiamine deficiency showed selective deficits in various language domains, including syntactic movement, morphology, and lexical abilities (which also caused surface dyslexia in reading aloud). She also showed impaired input and output phonological working memory and impaired reading aloud of nonwords (involving voicing errors, morphological errors, and lexicalizations). Her twin sister, who did not have thiamine deficiency, showed typical language abilities. The findings show for the first time that language disorders due to thiamine deficiency in infancy persist into adulthood. In light of previous literature of adults whose thiamine deficiency took place in adulthood, who do not show language impairments, we suggest that thiamine is crucial for language development during the critical period for first language acquisition in the first years of life. Thiamine deficiency during the critical period may cause long-lasting impairments in syntax, morphology, reading, phonological working memory, and lexical abilities.

기계번역의 특허 전문용어 한영번역에서 나타나는 오류 양상 분석 – 구글 번역 결과를 중심으로

Terminology translation plays a key role in technical machine translation. This paper conducts quantitative and qualitative evaluation and presents a comprehensive error analysis on terminology translation from Korean to English. For this study, 637 terms are selected from a patent domain corpus. Among them, 425 terms are translated correctly while other 212 terms have one or more errors. Those identified errors are classified into seven error categories which include addition, omission, lexical errors, order errors, morphological errors, partial errors, and miscellanies. Among them, partial errors and morphological errors are the two top error categories, and lexical errors and omission cases are also high. The study also presents n-gram wise error rates. The calculation of n-gram wise terminology translation error rates shows that the curve for the Google Translation results goes upwards with the increasing size of n. This shows that neural machine translation can be vulnerable in translating a higher-order of n-gram terms. This study has implications for Korean-English machine translation research, in that it classifies error cases spotted in machine translation of terminology which is critical in securing accuracy of translations.

Morphosyntactic Skills Influence the Written Decoding Accuracy of Italian Children With and Without Developmental Dyslexia.

Some types of developmental dyslexia (DD) are associated with morphology. Deep DD leads to morphological and semantic errors, and possible comorbidity with syntactic deficits; phonological-output-buffer DD causes problems in decoding longer morphologically complex words. In addition, cross-linguistic studies highlight the effects of morphological awareness on reading accuracy and fluency. The role of morphosyntactic abilities on reading is, however, not clear. This study explores the influence of morphosyntactic competence on reading in Italian children with and without DD. A total of 14 children with DD and 28 with Typical Development (TD) attending the Italian primary school were tested on written decoding, syntactic comprehension of different grammatical structures, and syntactic production of direct object clitic pronouns. DD children were significantly less accurate and slower in reading than TD children. Syntactic skills of the two groups did not differ significantly, but some differences in their acquisitional pace emerged. Syntactic comprehension and production of direct-object-clitic pronouns predicted reading accuracy standard scores, thus suggesting that morphosyntactic abilities, beyond clitics’ weak phonological status, affect decoding accuracy. Decoding accuracy was influenced by reading errors related to morphology (morphological, semantic, and phonological-output-buffer errors). Decoding speed was a specific weakness of DD children and was rather affected by multi-letter combinations. Consistent with a dual-route approach to orthographic processing, we argue that accuracy depends on fine-grained decoding strategies maximizing the precise ordering of letters, thus it is more sensitive to morphosyntactic skills. Morphological reading errors were associated with phonologically weak (determiners, clitic pronouns, and prepositions) and salient words (verbs). This suggests that the decoding of function words and morphologically complex words is particularly demanding and related to both phonological and morphosyntactic skills. Age had a negative predictive effect on semantic errors, compatible with the gradual acquisition of lexical decoding strategies, which seemed to be slowed down by DD. We conclude that oral morphosyntactic skills play a role in reading accuracy in the Italian shallow orthography for both DD and TD children. It is then advisable to assess children’s linguistic profile during DD diagnoses to establish whether some reading errors are related to morphosyntactic weakness. In this case, ad hoc morphosyntactic training might support reading accuracy.

Tahlil al akhtho' al-syaai'ah fi al-ta'biir al-syafawiy min naahiyyati al-qowaa'id lada tholabati qismi al-lughah al'arabiyyah wa aadabiha kulliyyati al-adab wa al-'uluum al-insaniyyah

Foreign language learners in achieving language mastery often commit errors. In both spoken and written languages. They consisted of a mismatch between the language system produced and the target language system. The method used in this study is an analistic descriptive method. To illustrate fault forms, it is necessary to analyze errors by laying out the sources for error and the ideal steps to correct them. As for the results of the analysis there are oral errors and also the writing of student literature and language studies programs both from In the linguistic classification, the researcher finds grammatical and morphological errors, and in the surface classification the researcher finds errors in second-language acquisition in omission, increment, mode distortion, and forward and delay.

Improving Forecast of Severe Oceanic Mesoscale Convective Systems Using FY-4A Lightning Data Assimilation with WRF-FDDA

The Fengyun-4A (FY-4A) geostationary satellite carries the Lightning Mapping Imager that measures total lightning rate of convective systems from space at high spatial and temporal resolutions. In this study, the performance of FY-4A lightning data assimilation (LDA) on the forecast of non-typhoon oceanic mesoscale convective systems (MCSs) is investigated by using an LDA method implemented in the Weather Research and Forecasting-Four Dimensional Data Assimilation (WRF-FDDA). With the LDA scheme, three-dimensional graupel mixing ratio fields retrieved from the FY-4A lightning data and the corresponding latent heating rates are assimilated into the Weather Research and Forecasting model via nudging terms. Two oceanic MCS cases over the South China Sea were selected to perform the study. The subjective evaluation results demonstrate that most of the oceanic convective cells missed by the control experiments are recovered in the analysis period by assimilating FY-4A lightning data, due to the promoted updrafts by latent-heat nudging, the more accurate and faster simulations of the cold pools, and the associated gust-fronts at the observed lightning locations. The cold pools and gust-fronts generated during the analysis period helped to maintain the development of the MCSs, and reduced the morphology and displacement errors of the simulations in the short-term forecast periods. The quantitative evaluation indicates that the most effective periods of the LDA for simulation enhancement were at the analysis time and the nowcasting (0–2 h forecast) periods.

Analisis Kesalahan Morfologi Arab pada Lembar Jawaban Siswa Madrasah Aliyah

The focus of this research is to describe the analysis of morphological language errors in the answer sheets of class XI MIP MA Ma'arif Al Falah Sawoo Ponorogo students' answer sheets. The data is divided into two, namely primary data and secondary data. Primary data was obtained from the writing of self-answer sheets for class XI MIP MA Ma'arif Al Falah Sawoo Ponorogo. Meanwhile, secondary data was obtained from supporting research literature, either printed or online. Data collection techniques were carried out by observation, interviews, and documentation. Data analysis used the theory of Milles and Huberman, with data reduction steps, data presentation, and concluding. The results showed that the students of class XI MIPA MA Maarif Al Falah Sawoo had not yet mastered the science of short in word-formation according to the context requested. This is evidenced by the many mistakes in word formation and wrong layout in the preparation of perfect sentences.

ANALYSIS OF MORPHOLOGICAL ERRORS DURING THE USE OF ENGLISH BY ALBANIAN STUDENTS: CAUSES AND IMPROVEMENTS (CORRECTIONS)

ANALYSIS OF MORPHOLOGICAL ERRORS DURING THE USE OF ENGLISH BY ALBANIAN STUDENTS: CAUSES AND IMPROVEMENTS (CORRECTIONS)

Banda Aceh الأخطاء الشائعة عند المتعلم في قراءة النصوص العربية بمعهد دار العلوم العصري

This research aims to identify the common errors in reading Arabic texts among students and to identify their causes. As for the research method, the researcher used a descriptive analytical method. Observation, interview, and documentation were used to collect data. After the researcher carried out the scientific research, I found that the common mistakes of the learner in reading Arabic texts are divided into two types, namely, grammatical errors and morphological errors. Grammatical errors were the most frequent errors in reading Arabic texts, with a total of 117, with a percentage of 92.12%, and morphological errors, totaling 10, with a percentage of 7,87%. The factors that cause common mistakes in the learner’s reading of Arabic texts consist of several factors, namely lack of knowledge of rules, neglect of rules, unwillingness in the Arabic language and lack of reading Arabic texts.

The role of algorithms in enhancing the effectiveness of studying pronouns in the 6th form: the semantic and grammatical-orthographic aspects. Part 1. Lexicogrammatical classes of pronouns and their correlation with the nominal parts of speech

The paper aims to outline the role of algorithms in improving the effectiveness of studying pronouns at school level. The study demonstrates the correlation between the lexico-grammatical classes of pronouns and the nominal parts of speech (nouns, adjectives, and numerals). The focus of analysis is the grammatical features, declension, and spelling of pronouns. Additionally, the basic spellings and usage of pronouns with prepositions are analysed. The research uses the technique of structuring and processing grammatical material in the form of diagrams, tables, algorithms which are created in the classroom. Thus, they facilitate a successful acquisition of the grammatical material on the syllabus. The effectiveness of the proposed methodology for studying pronouns was proved during a research and methodological investigation. This conclusion is valid as sixth formers learnt to 1) view pronouns in conjunction with their general grammatical meaning; 2) distinguish the morphological features of pronouns; 3) classify pronouns according to their semantic affinity with the nominal parts of speech; 4) decline pronouns and build normative grammatical forms of words; 5) classify the lexico-grammatical classes of pronouns in accordance with their correlation to the nominal parts of speech; 6) identify grammatical homonyms among lexico-grammatical classes of pronouns. The paper substantiates the practicality of the algorithmic approach to teaching the above-mentioned grammatical material in the 6th form. This is evidenced by schoolchildren’s ability to differentiate between pronouns and other parts of speech, discern morphological errors while building word forms and correct them in compliance with algorithms.

Vol4 nim2-13 Topographic and dimensional study of thermostable polyurethane material mechanized by robotic machining

The thermostable polyurethane is a material used in the modeling sector and is currently replacing structural parts in control models of the automobile and aeronautics sector, for its ease of machining, in addition to providing good mechanical properties.  In this work a robotic machining of a commercial polyurethane material type Necuron® 651 has been experienced. Robotic machining offers a wide possibility of machining and modeling materials with the advantage of increasing the accessibility to pieces, compared to conventional machining centers of three or more axes. Machining has been carried out with a system consisting of a ABB® 6640-235 robot with a Peroni® high speed head and ABB rotary table. The disadvantage of robotic machining, caused by the lack of rigidity of the robot's morphology, are macro and micro-dimensional errors. Simple geometries with high speed steel tools have been made. The CAM programming has been obtained with the Software Powermill® of the company DELCAM, taking into account two types of strategies for limiting the freedom degree of the robot, to verify geometric results. Finally it has been measured and analyzed the surface generated by interferometer autofocus Alicona and has been measured the geogeometry of the samples in a coordinate measuring machine machine. The results show that both micro and macro errors are significantly reduced by making fixed one of the seven axes of the robotic system.

Thai Named Entity Recognition Using BiLSTM-CNN-CRF Enhanced by TCC

The languages spoken in Asia share common morphological analysis errors in word segmentation which normally propagate to higher-level processing, i.e., POS tagging, syntactic parsing, word extraction, and NER, as we discuss in this research. We introduce the Thai character cluster (TCC) to reduce the errors propagated from word segmentation and POS tagging by incorporating into character representation layer of BiLSTM for NER. The initial NER model is created from the original THAI-NEST named-entity tagged corpus by applying the best performing BiLSTM-CNN-CRF model with word, part-of-speech, and character cluster embedding. We determine the errors and improve the consistency of the NE annotation through our holdout method by retraining the model with the corrected training set. After the iteration, the overall result of annotation F1-score has been improved to reach 89.22%, which improves 16.21% from the model trained on the original corpus. The result of our iterative verification is a promising method for low resource language modeling. As a result, The NE silver standard corpus is newly generated for the Thai NER task, called BKD Corpus (Bangkok Data NE tagged Corpus). The consistency of annotation is checked and revised according to the improvement of the scope of NE detection by TCC which can recover the errors in word segmentation.

Русская речь в зоне языкового контактирования: активные тенденции в сфере отклонений от речевого стандарта

In the article, the authors characterize the functional version of the Russian language, which was formed in the language contact zone in the places of compact settlement of the the Shor, Khakass, and Tatar speakers in the south of Western Siberia. Spontaneous oral speech of bilinguals is presented as an independent subsystem that can be analysed according to the norms of the written codified Russian literary language. The authors discuss what types of deviations from the speech standard (DLS) prevail in the speech of Turkic-Russian bilinguals and whether deviations of speech norms depend on the basic sociolinguistic characteristics of native speakers - age and education. The material includes about forty hours of recorded texts, marked by deviations from the speech standard. The data were preprocessed before the analysis, with DLS tags combined by language levels: Phon, Morph, Synt, Lex, Disc., and files loaded into the R programming language environment. The statistical analysis has shown significant quantitative predominance of DLS conditioned by oral spontaneous communication. They include variants of hesitation and formal-semantic and functional incompleteness of utterances. The second most frequent DLS are various types of deviations of syntactic coherence and constructive correctness of utterances. Significantly inferior to them are DLS at the Lexical and morphological levels. However, deviations from the norms of syntactic coherence in a significant number of cases manifest interference caused by the influence of native languages of bilinguals. The dependence of DLS distribution on the basic sociolinguistic characteristics of bilingual speakers - age and education - was found only for groups of morphological and syntactic errors.

Korean College Students’ Self-Directed Use of Machine Translator in an English Writing Class during the Digital Era: Is This a Crisis or a Chance?

The purpose of this research was to investigate how EFL college learners self-directed their English writing using MT in an English writing class. Specifically, this study focused on 1) What types of errors are identified the most frequently in the students’ writings?, 2) How those errors have been changed through the students’ self-directed revision process?, and 3) In what ways does this activity influence students’ perceptions toward English writing? The participants were six university students who took a 3-credit English writing class, and completed their writings using MT throughout the semester. The students’ written outcomes, in-depth interviews with them and results of writing tests were analyzed. The findings of data analysis indicated that first, the highest frequency of errors was seen in lexical errors at the rate of 65.5%, followed by morphological errors at the rate of 19.7%. Second, there has been a significant decrease in the overall types of errors between the first (35.0%) and second (20.9%) drafts, from the no-use of MT to the use of MT. Lastly, it can be said that the MT-assisted writing practice which took place during a short period of time had positive influence on students’ perceptions toward English writing. Implications for online classes in the Corona era are presented.

ERROR ANALYSIS OF ACADEMIC WRITING PAPERS OF ENGLISH EDUCATION STUDENTS AT IAIN FATTAHUL MULUK PAPUA

This research aims to identify the factors of writing errors and efforts to identify the resolution of errors in writing academic papers for English Education students at IAIN Fattahul Muluk Papua. The theory used to examine the research problem is standard and correct language, grammar theory, and error analysis as the leading theory. The research method is descriptive-qualitative. The results showed that the writing error factor was in morphological errors, lexicon errors, syntactic errors, and systematics of writing. First, morphological errors include punctuation errors, spelling errors, and vocabulary errors. Second, lexicon errors include grammatical errors and conciseness errors. Third, syntactic errors include unclear sentences, sentences that have ambiguous intentions and incomplete sentences. Fourth, systematic errors in writing include the thickness of letters, coherence, the distance between sub-chapters and incompleteness of sentences. Efforts to resolve writing errors, so that its do not happen again by realizing an English version of the academic paper writing module in simple language equipped with systematic explanations, formats, and substance of academic papers.

MORPHOLOGICAL AND SYNTACTICAL ERRORS ANALYSIS ON STUDENTS WRITING SKILL AT PAMULANG UNIVERSITY, SOUTH TANGERANG, BANTEN

The aim of this research is to find out the Morphological and Syntactical errors made by the students in their written texts, the number of errors, and the types of errors that most often appear. The method which is used in this research is descriptive method. Descriptive research method refers to the method used to describe the data and the characteristics used to describe the population. The purpose of using the descriptive method is to obtain systematic, factual and accurate data that can provide an actual picture of the data that is the research material. Descriptive research methods should not be used in making causal relationships where one variable affects other variables. The source of the data was taken from the writings of 10 first semester students of the Faculty of Letters, Pamulang University, South Tangerang, Banten. In collecting data, the students were asked to write an essay in English. Students are given the freedom of topics to be written. In conclusion, from the 69 errors identified, there were 13 errors in the Morphological category and there were 56 errors in the Syntactical category from the total data found. From these results, it can be concluded that students make greater mistakes in the Syntactical category.