Tense Errors Research Articles

LEARNERS’ ERRORS IN WRITING THE RECOUNT TEXT

The objective of this research was to identify and to analyze what are kinds of grammatical errors made by the eighth-grade learners when they wrote the recount text. The design of this research was descriptive research design. The population of this research was the 8C learners of SMP Negeri 8 Bogor and the number of the sample was 31 learners. The researcher used three methods for getting the data; they were data from documentation, data from questionnaire, and data from the interview. The result of this research indicated that the 8C learners of SMP Negeri 8 Bogor had poor ability in writing the recount text. The highest percentage errors were made in the simple past tense by 83.8%, the second one was using in subject-verb agreement by 67.7%, the third one was preposition by 32.2%, and the last errors was pronoun 16.1%. Furthermore, based on the result of the questionnaire, most of the learners responded that they felt difficult in constructing grammatical sentences especially in the use past tense and it was appropriate with the result of the learners’ work and the answer of the interview. In the current research, errors in past tense was more dominant than errors in subject verb agreement, errors in preposition, and errors in pronoun.

Assessing Common Errors in Students’ Guided Writing in Case of First Year Social Science and Humanities Studensts at Kabridahar University

This study was conducted on Assessing common errors in students guided writing: The case of first year social science and humanities students at Kabridahr University. It is aimed to identify the frequent errors that students make during guided writing and the challenges that affect the students’ guided writing. The objective of the study was to find out the students’ errors in guided writing. Descriptive type research design was employed to achieve the objectives and address to research the problems by qualitative and quantities used descriptive methods to express the problem affect students in guided writing. The data were collected by questionnaire, interview and documentary analysis. The study identified that the most frequent errors made by students are grammatical and syntactic errors. Especially the assignment and interview show that students make error in tense and grammar rules. In general, almost all the students make an error in putting their ideas in writing only. The study recommends, that to improve the student’s paragraph writing, it must be needed time and practice many times with in the class DOI: 10.7176/JLLL/79-03 Publication date: May 31 st 2021

AN ERROR ANALYSIS OF STUDENTS’ WRITING IN NARRATIVE TEXT

The aimed of the research was to find out the errors which were commonly made by the students of Sekolah Menengah Kejuruan Swasta Bustanul Yatama Syamtalira Bayu in their writing narrative text and to find out the causes of errors in their writing narrative text. This research useds a qualitative and quantitative approach. The population of this research was all the students of the Second year students of Sekolah Menengah Kejuruan Swasta Bustanul Yatama Syamtalira Bayu in academic year 2020/2021 consisted of 120 students and divided into 56 male students and 64 female students. The sample of this research selected by using random sampling technique by using lottery. In this study, only 20 students and one English teacher involved as the sample. The researcher use two kinds of instruments, they are test and interview. In analyzing the data, the writer used a percentage formula from Sudjana. Result of the research from test most of the first year students of Sekolah Menengah Kejuruan Swasta Bustanul Yatama Syamtalira Bayu made many errors in grammatical aspects in writing, a high percentage of errors was found in one out of three categories. The highest error category was tense errors. Moreover, the students felt difficult in getting ideas to begin free writing. The causes of errors were made by the students because of lack of interactive facilities is one of the problems to develop interactive classroom activities. Based on this reasoning, it can be concluded that many of the students made errors because of interlingual and intralingual transfer.

Recasts, prompts and noticing: A comparative study

Noticing has been regarded as an important theoretical construct in the mechanism of how corrective feedback (CF) facilitates second language acquisition. However, to date, only a paucity of CF research has examined noticing triggered by different types of CF (i.e., recasts vs. prompts). The study is intended to fill in the gap by examining the relationships between type of CF and level of noticing. To that end, 105 Malaysian ESL learners were asked to perform four communicative tasks during which recasts and prompts were provided contingent upon the encounter of past tense errors. To assess noticing, the study has employed a triangulated method using multiple elicitation procedures including diary writing, stimulated recall, and exit questionnaire. The results of the study revealed that both recasts and prompts were able to induce noticing the corrective intent, noticing the target of CF or form, noticing the gap, and noticing the rule. However, contrary to what was expected, recasts were able to promote higher levels of noticing across all noticing categories. Moreover, the greatest difference between recasts and prompts was found in noticing the gap. The study suggests that CF that provides exemplars of the target linguistic feature may promote higher levels of noticing the gap which may, in turn, increase the effectiveness of CF in L2 acquisition.

An Analysis of Errors of Present Tense in the Written English of BS Students

This analytical study was conducted through a mixed-method approach, and a test related to present tenses' active and passive was taken from the BS students. Through open-ended questionnaires, their experiences and problems faced in the learning of present tenses were taken. The analysis of students' errors was conducted using Corder's (1981) conceptual framework, and test results were calculated and analyzed using Dulay, Burt, and Krashen's (1982) surface structure taxonomy, which reflects that students still face issues in their writings skills and make errors related to present tenses as statistical analysis of present tenses' test manifests that students make errors of omission and misinformation related to lexical and auxiliary verbs, subjects, pronouns, subjectverb agreement etc. The percentage of errors of addition and disordering was not high as compared to other errors (omission and misinformation), and the causes of such intralingual errors were ignorance of rules restriction and false concept hypothesis.

Expressive Verb Morphology Deficits in Arabic-Speaking Children With Developmental Language Disorder.

Purpose This study investigated the production of tense and subject-verb agreement in Palestinian Arabic-speaking children with developmental language disorder (DLD) in comparison to their typically developing (TD) peers in terms of (a) performance accuracy and (b) error patterns. Method Participants were 14 children with DLD aged 4;0-7;10 and 32 TD children aged 3;0-8;0 matched on nonverbal abilities. Children were asked to complete a picture-based verb elicitation task. The task was designed to measure the production accuracy of tense and subject-verb agreement inflections in Arabic. Results The DLD group scored significantly lower than the TD group on the verb elicitation task. The DLD group was significantly less accurate than the TD group in marking tense, specifically present tense. They were also less accurate in marking agreement in general, with specific difficulty in using feminine verb forms. The DLD and TD groups differed in their tense error patterns, but not in agreement error patterns. Conclusions The acquisition of verb morphology in Palestinian Arabic-speaking children with DLD appears to be delayed and possibly different from their TD peers. The DLD group found the production of marked verb forms more challenging than less marked ones. These results are discussed in light of the structural characteristics of Arabic. Future studies would need to include larger sample sizes; investigate other aspects of verb morphology, including both production and comprehension; include other language domains; and consider longitudinal designs to provide more in-depth knowledge of Arabic language acquisition.

An Analysis of Errors in English Essays Written by Thai Non-English Major Students

Writing is one of the vital skills for EFL learners. However, they still face some difficulties while processing a task. The present study aimed to analyze the errors that occurred on sixty English essays made by Thai University non-English major students who enrolled in the fundamental English course. The Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982) was adopted to explore the errors of omission, addition, misformation, and misordering together with those that were excluded in the taxonomy. According to the framework of Surface Strategy Taxonomy, the findings revealed the most common errors involving omission of articles, followed by the addition of the preposition, the omission of the preposition, the omission of the subject, and misformation of subject pronoun, respectively. Then, according to the errors which were out of the stated taxonomy, the errors in subject-verb agreement were the highest detected error, followed by tense errors, ambiguous sentences, a direct translation from L1 to L2, misformation of object pronoun, misformation of using an adjective as the main verb, the addition of verb to be, and addition of conjunction, respectively. By investigating the errors in foreign language writing, the results would trigger foreign language learners to aware of the error of English writing that might occur. And the benefit also goes to the pedagogy in developing the teaching materials together with teaching strategies.

The impact of L1 ınterference on foreign language writing: A contrastive error analysis

In today’s world, educational contexts are getting increasingly multicultural. Although EFL (English as a Foreign Language) classes in Turkey were mostly composed of Turkish students a decade ago, today students from any part of the world are brought together within the frame of various student exchange programs. In Turkish EFL contexts, students coming from Middle Eastern countries make up a huge part of classes (A–zer, 2016). The objective of the current study is to examine L1 negative interference errors of Turkish and Arabic EFL learners. Accordingly, 30 B1 (Intermediate) EFL students’ written assignments were examined and divided into categories. Besides, this study makes a comparative analysis of Turkish and Arabic EFL learners' grammatical and lexical errors within the frame of L1 negative transfer. When the results of the Mann-Whitney U test are analyzed, it is understood that Turkish and Arabic students' grammatical interference exam scores differ statistically (p <0.05). When the total amount of errors is analyzed, Turkish students’ grammar errors (n=164) stem from, majority of which are articles, preposition and tense errors, respectively as 18.82%, 17.65% and 11.76 whilst Arabic students make a huge part of their errors (n=352) on capitalization, punctuation and tenses/articles, respectively as 16.19%, 15.06%, and 12.78%. In the frame of the lexical category, Turkish students performed 48 lexical errors, the majority of which are spelling and collocation errors. On the other hand, Arabic students committed 96 lexical errors in total, the majority of which are spelling errors (60.4%) while 15.5% of the errors are wrong word choice. In general, lexical errors were fewer than grammatical errors.   © 2020 JLLS and the Authors - Published by JLLS.

ERROR ANALYSIS MADE BY THE FIFTH SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF CATHOLIC UNIVERSITY OF SAINT THOMAS IN THEIR ENGLISH COMPOSITIONS

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.&#x0D; &#x0D; Keywords: Error analysis, grammatical errors, morphological errors, syntactical errors, English compositions

Grammatical Characteristics of Vietnamese and English in Developing Bilingual Children.

Purpose Defining parameters for typical development in bilingual children's first and second languages can serve as the basis for accurate language assessment. This is the first study to characterize Vietnamese and English grammatical development in a sample of bilingual children. Method Participants were 89 Vietnamese-English bilingual children, aged 3-8 years. Children completed story retell tasks in Vietnamese and English. Stories were transcribed and analyzed for grammaticality, error patterns, subordination index, and types of subordinating clauses. Of key interest were associations with age and identifying developmental patterns that were shared across languages or unique to a given language. Results Age correlated with more measures in English than in Vietnamese, suggesting that older children had higher grammaticality and greater syntactic complexity in English than younger children. Children also produced greater syntactic complexity with age in Vietnamese, but not higher grammaticality. There were a set of error patterns shared across languages (e.g., object omission) and patterns specific to each language (e.g., classifier errors in Vietnamese, tense errors in English). While children produced nominal, adverbial, and relative clauses in Vietnamese and English, the proportion of each clause type differed by language. Conclusions Results from this typically developing sample provide a reference point to improve clinical practice. Characterizing developmental patterns in sentence structure in Vietnamese and English lays the groundwork for investigations of language disorders in this bilingual population.

The concept of regularization: Resolving the problem of surface dyslexia in semantic variant primary progressive aphasia across different languages.

We predicted that, analogous to surface dyslexia in English, German patients with svPPA would regularize irregular verbs, especially those of lower frequency and in the less frequently used preterite tense. Regularization was investigated in German through past-tense verb inflectional morphology in N = 10 svPPA, N = 5 PPA related to Alzheimer pathology (Aß+PPA), N = 5 patients with nonfluent variant PPA (nfvPPA), N = 12 typical (amnestic presentation) Alzheimer's disease (AD), and N = 32 healthy controls. The task involved perfect- and preterite-tense inflection of regular and irregular verbs of high and low frequency. Errors in svPPA particularly involved regularization (e.g., I swim → I swimmed, I have swimmed), whereas Aß+PPA made a wide range of other errors (e.g., verb agreement or tense errors). Regularization was rare in AD and controls, whereas the expected frequency effects (low worse than high) were found in svPPA. nfvPPA had profound difficulties in inflecting verbs in general. The study illustrates how tests tailored to a specific language can reveal the regularization effect of svPPA. For more universal diagnostic recommendations, future revisions for svPPA should consider substituting the criterion of surface dyslexia for that of a general criterion of regularization of language rules, the former being an example of the latter. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

ERRORS FOUND ON THE ENGLISH TRANSLATION SENTENCES OF THE THIRD-YEAR STUDENTS OF ENGLISH AT IKIP BUDI UTOMO

This study aimed to describe and classify the grammatical errors found on English translation sentences in terms of syntax and morphology. The analysis procedure applied was based on the surface strategy taxonomy proposed by Dulay et al. in which errors were categorized into errors of: omission, addition, misformation, and misordering. The result of this study indicated that the highest frequency is errors of misformation which covers 58 errors (46%), followed by omission which covers 47 errors (27%), addition with 12 errors (10%), and the lowest is misordering, 9 errors (7%). In terms of syntax and morphology, the researcher found 17 errors (18%) in articles, 7 errors (7%) in pronouns, 21 errors (22%) in prepositions, 15 errors (16%) in inflectional endings, 26 errors (28%) in tenses, and 8 errors (9%) in derivational endings. Thus, errors in tenses are the highest frequency of errors, and, errors in derivational morphemes are the lowest.

GRAMMATICAL MISTAKES IN WRITING NARRATIVE TEXT BY EEC STUDENTS

ABSTRACT&#x0D; This article explores about grammatical mistakes in writing narrative text in English Extensive course (EEC). EEC is an English program held by Sanata Dharma University. In case, there are five srtudents as participants that learn writing as subject in EEC. In learning writing, EEC students face some problems especially grammatical errrors. This article raises some problems and difficulties to write a narrative text by EEC students. This research used descriptive qualitative as a methodogy. Data collection are analyzed through the narrative text and the grammatical method. The aim of this research is to find, even in higher education level, there still found mistakes in grammar. Not mentioning vocabulary or certain spelling. Beside that reasearchers wants to find how much mistakes that has been made in grammar and mistakes that often made by students in learning writing. In conclusion, the result showed there was every student made error in each indicator. And the most error that students made was error in tense.&#x0D; Keywords: Grammatical Mistakes; Narrative Text; English Extension Course

The Relative Efficacy of Recasts and Prompts on Past Tense Use of ESL Learners

The objective of the study is twofold: to investigate the effects of corrective feedback (CF) on the accuracy of past tense use, and to compare the relative effectiveness of recasts and prompts on the accuracy of past tense use. The participants of the study consisted of 105 secondary school ESL learners in Malaysia. The target structure of CF was the regular and irregular past forms. CF was provided contingent upon the occurrence of past tense errors according to the type of corrective feedback (i.e., recasts, prompts and no corrective feedback) assigned to participants. By employing a pre-post- and delayed- post-test design, learning outcomes were measured by means of an oral production test (OPT), a written production test (WPT) and an untimed grammaticality judgment test (GJT). The results revealed that participants, regardless of type of corrective feedback, showed both short-term and long-term gains in accuracy of past tense use. However, on the delayed effects of CF, the findings suggest that the effects of prompts may be more durable compared to recasts or control. It was found that the effectiveness of corrective feedback was also affected by other mediating factors, including learners’ proficiency level, prior knowledge and the morphological structure of the target linguistic feature.

Structuring Tenses of English by Islamic Higher Education Students: A Case Study at Universitas Sains Alqur’an

The aims of this study are to reveal errors in structuring tenses and to find out errors of surface structures committed by Islamic Higher Education Students of Universitas Sains Alqur’an, Wonosobo. Subject of the study is 28 students of Islamic Relegion Education Study Program of Tarbiyah Sciences and Teacher Training Faculty of Universitas Sains Alqur’an, Wonosobo in the first semester of the 2018/2019 Academic Year. Data collecting was conducted through written work instruments. In analyzing the data, the writer reads the data sources, indentifies the errors, classifies them, and especially for tense errors, the writer adds the step of data analysis, namely calculating the errors to find the percentage. The results convey that with regard to tense aspects, the student errors involve simple present 13,54%, present progressive 30,2%, present perfect 28,64%, and present perfect progressive tense 27,6%. Then, with regard to surface structures, the factors of errors committed are omission, addition, misformation, and misordering.

AN ERROR ANALYSIS OF SIMPLE PAST TENSE IN WRITING RECOUNT TEXT BY THE TENTH GRADE STUDENTS OF SMA NEGERI 2 DOLOKSANGGUL

The purpose of this study is to describe the errors in simple past tense of recount text. In addition, this study is also aimed to describe the causes of those errors. This study apllied the descriptive qualitative approach of which the data were obtained from the recount texts that were written by the tenth grade students of SMA Negeri 2 Doloksanggul. The data were collected by using students’ recount texts and interview. The data then were analyzed by identifying the errors first, then describing the errors, and the last explaining the errors. The errors that occurred in students’ recount text are error of omission, error of mis-formation, error of addition and error of mis-ordering. The result of the study indicates that the students made 893 of simple past tense errors which were 0,45% errors of misordering, 3,58% errors of addition, 30,12% errors of omission, and 65,85% errors of mis-formation. The dominant type of errors made by the student is errors of mis-formation. The students’ errors were caused by 36,17% intralingual interference, 58,23% interlingual interference, and 5,6% communication strategies.

Identifying Students’ Error in Writing Islamic Text at the Third Semester of English Study Program at IAIN Bone

This research aimed to find out the most common errors do the students made in their writing Islamic text at the third semester of English Study program IAIN Bone in Academic Years 2018-2019. The data were collected from the students’ writing of the third semester. The key instrument used was writing test result and interview. This research used descriptive research. It refers to the descriptive qualitative. Qualitative data described each category that occurred in the students’ writing. The researcher described the situation about the occurrence of the errors in the students’ writing. The total number of lexical errors that the researcher found in the students’ writing Islamic text was 150 errors that consisted of lexicon category was 68 errors and surface strategy was 82 errors. Most of the students’ errors in the lexical category were sentence pattern. Sentence pattern is the highest errors made by the students in writing Islamic text with 10 students or 62.50% made errors; the second was punctuation and article by 5 students or 31.25%; the third errors in spelling by 4 students or 25%; the fourth errors in vocabulary and preposition by 3 students or 18.75%; the last errors in tense, pronoun, and conjunction by 1 student or 6.25%. It is figured out that the students have less ability in writing a text and still have difficulties in learning grammatical structures in writing process.

Omission: Common Simple Present Tense Errors in Students' Writing of Descriptive Text

This research is aimed to determine and to describe the errors in using simple present tenses in writing descriptive texts made by students, especially in the class D of sixth semester of English Education Department at IAIN Palopo. The data were obtained by conducting a test and using a checklist. Then, the writing products were analyzed using Surface Strategy Taxonomy by Dulay (1982). The result of this research was presented descriptively. From the result, the omission errors were found as the highest of occurrence, which was about 47,05% which revealed that in the class D of sixth semester in English Education Department at IAIN Palopo, still made errors in using simple present tense in writing descriptive text. The errors that are mostly made by students were errors of omission. It is in line with Dulay (1982) which stated that errors of omission are found in greater abundance during the early stages of second language acquisition.

Error Analysis of Written Academic Essays of Fijian Undergraduate Students: A Case Study

&lt;em&gt;The purpose of the present study was to examine errors of written academic essays of Fijian undergraduate pre-service and in-service students at the Fiji National University Lautoka campus. Previous studies have focused only on pre-service undergraduate students but this paper takes into account in-service students as well which is a new dimension and knowledge to existing literature. The study mainly focused on eighteen errors as classified and adapted from Darus and Ching (2009) with the top six errors discussed in this paper. Twenty writing samples were analysed with the top errors for pre-service students being mechanics, subject verb agreement, redundancy, prepositions, tense and vocabulary choice while in-service students had errors in mechanics, redundancy, tense, articles, incomplete structures, word form and clarity. The authors found that carelessness and failure to recognize important words in the sentences as the main reasons for the errors. The paper recommends that remedial lessons on usage of articles, word formation, and prepositions are required in the course curriculum to improve upon the areas mentioned.&lt;/em&gt;

Coherence in The Narrative Texts of Eastvaganza Story Writing Contest for Senior High-School Students

This study analyzes narratives written by six students who joined a story writing contest. It is assumed that the students who joined in the writing contest had fair knowledge in writing, so the texts may achieve coherence. This study uses qualitative research in the form of discourse analysis. The focuses of the study are to investigate micro and macro level coherence, tense use, and the context of situation of the texts. This study uses the theories from Thornbury (2005), Ellis (1997), and Eggins (1994). This study is aimed to know the quality of coherent text in the students’ narrative. The findings of this study showed that constant theme patterns became the most frequent occurred in the narratives followed by zig-zag patterns and sentences which has no patterns. The sentences which have patterns might be logic in continuity. For the macro-level coherence, key word aspect became the most found in the narratives. The words represented the main characters in the stories. The macro-scripts showed that the narratives mostly use the script orientation-complication-resolution in arranging the paragraphs. The tense errors were found in almost all narratives. The findings showed three narratives had more errors than correct ones. The situational coherence showed that the fields in the texts were about heroes who had done something precious in their life. The tenors of the texts were same, namely between story writers and story readers. The modes of the texts were also the same. The texts are delivered by written media, so the texts did not have visual and aural distance between story writers and story readers. The goal of the texts is only for constructing experience.