Verbal Errors Research Articles

Let's Talk: Communication Errors in Radiation Oncology

Although communication is well-appreciated as a potential source of error, little is known about the specific nature and causes of communication errors particularly in the radiation oncology (RO) context. This study used an institutional incident learning system (ILS) to develop a RO-specific classification schema for communication errors with the goal of informing interventions to reduce errors in treatment. Departmental ILS events from January 2012 to January 2017 were analyzed and reports specific to communication were identified. Events were classified by communication type (written, verbal, other), and written incidents were further sub-classified (electronic medical record (EMR), email, text paging). The individuals responsible for sending and receiving the communication were identified. The nature of the communication failure was categorized as: miscommunication, communication absent (not sent), communication not received, or poor communication without incident. Events were classified by point of error origination and detection based on a previously established workflow. A total of 4,617 safety-related events were captured over the 5-year period with 1002 (22%) directly involving communication. Of these, 400 events were selected at random for analysis; 20% of these were potentially severe events. Individuals responsible for sending and detecting communication errors are shown in Table 1. Written communication errors comprise 62% of communication events, whereas verbal errors were 32%. Of the written errors, 87% involved the use of the EMR for communication. Absence of communication and a miscommunication were important factors in 50% and 21% of events respectively. Most communication events (54%) originated during patient assessment or treatment planning phases. To our knowledge this is the first study to examine and classify communication errors in RO. Communication is a common contributing factor to safety events, and our results show that written communication errors are most prevalent, most often driven by poor communication through the EMR. The RO physician was the most common source of error. This work lays a foundation for further efforts to improve communication and reduce errors in patient care and treatment.Abstract 3300; Table 1VariableN (%)Person sendingRO physician154 (39%)Therapist102 (26%)Dosimetrist43 (11%)Person receivingTherapist189 (47%)RO attending157 (39%)Dosimetrist65 (16%)Patient36 (9%) Open table in a new tab

A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners

As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur. The need to consider these authentic learner errors in the design of useful language learning programs and remedial teaching materials has been widely emphasized by many researchers (see e.g., Juozulynas, 1994; Mitton, 1996; Cowan, Choi, & Kim, 2003; Ndiaye & Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at analyzing inflectional, derivational and word form errors for verbs produced by Turkish EFL learners across six distinct proficiency levels, A1-A2; B1-B2; C1-C2, as defined by Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). The corpus used in this study is the Cambridge Learner Corpus (CLC), the largest annotated test performance corpora which enables the investigation of the linguistic and rhetorical features of the learner performances in the above stated proficiency bands. The findings from this study seem to indicate that, across different proficiency levels and across different registers and genres, the most common verb error categories are incorrect tense of verb (TV), wrong verb choice (RV), wrong verb form (FV), missing verb (MV), and verb agreement (AGV) errors. This study’s approach uses the techniques of computer corpus linguistics and has its roots in the Error Analysis framework as proposed by Corder (1971): identification, description, classification and explanation of errors.

Verb Errors in Advanced Spoken English

As an experienced teacher of advanced learners of English I am deeply aware of recurrent problems which these learners experience as regards grammatical accuracy. In this paper, I focus on researching inaccuracies in the use of verbal categories. I draw the data from a spoken learner corpus LINDSEI_CZ and analyze the performance of 50 advanced (C1–C2) learners of English whose mother tongue is Czech. The main method used is Computer-aided Error Analysis within the larger framework of Learner Corpus Research. The results reveal that the key area of difficulty is the use of tenses and tense agreements, and especially the use of the present perfect. Other error-prone aspects are also described. The study also identifies a number of triggers which may lie at the root of the problems. The identification of these triggers reveals deficiencies in the teaching of grammar, mainly too much focus on decontextualized practice, use of potentially confusing rules, and the lack of attempt to deal with broader notions such as continuity and perfectiveness. Whilst the study is useful for the teachers of advanced learners, its pedagogical implications stretch to lower levels of proficiency as well.

AN ERROR ANALYSIS OF GRAMMATICAL FEATURES IN REPORT TEXT BY THE ELEVENTH GRADE STUDENTS OF ACCOUNTING MAJOR AT SMK N 1 JORLANG HATARAN

This study is purposed to describe the errors in grammatical features of report text. In addition, this study is also aimed to describe the possible causes of those errors. This study applied the descriptive qualitative approach in which the data was obtained from the report texts that were written by the eleventh grade students of accounting major in SMK N 1 Jorlang Hataran. The data were collected by using students’ report texts and questionnaires. 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’ texts are errors in verbs, sentences, prepositions, articles, agreements, pronouns, modifiers, and tenses. The result of the study indicates that the students made 541 grammatical errors which were classified into: 37,15% errors in verbs, 18,85% errors in noun, 15,15% errors in sentence, 11,27% errors in preposition, 7,76% errors in article, 4,06% errors in pronoun, 3,51% errors in modifier, and 2,21% errors in tenses. The students’ errors were caused by 31,23% ignorance of grammatical rules, 28,09% incomplete application of rules, 15,89% false concept hypothesized, 13,86% interference of interlingual transfer, 9,05% wrong communication strategy, 1,84% over-generalization.

Neural patterns elicited by sentence processing uniquely characterize typical development, SLI recovery, and SLI persistence

BackgroundA substantial amount of work has examined language abilities in young children with specific language impairment (SLI); however, our understanding of the developmental trajectory of language impairment is limited. Along with studying the behavioral changes that occur across development, it is important to examine the neural indices of language processing for children with different language trajectories. The current study sought to examine behavioral and neural bases of language processing in adolescents showing three different trajectories: those with normal language development (NL), those exhibiting persistent SLI (SLI-Persistent), and those with a history of SLI who appear to have recovered (SLI-Recovered).MethodsThrough a sentence judgment task, we examined semantic and syntactic processing. Adolescents judged whether or not each sentence was semantically and syntactically correct. Stimuli consisted of naturally spoken sentences that were either correct, contained a semantic verb error, or contained a syntactic verb agreement error. Verb agreement errors consisted of omission and commission violations of the third-person singular -s. Behavioral button-press responses and electroencephalographic recordings were collected. Behavioral judgments and mean amplitude of the N400 and P600 components were examined.ResultsAdolescents in the SLI-Persistent group had lower sentence judgment accuracy overall, relative to the NL and SLI-Recovered groups. Accuracy in judging omission and commission syntactic errors were marginally different, with marginally lower accuracy for commission errors. All groups demonstrated an N400 component elicited by semantic violations. However, adolescents in the SLI-Persistent group demonstrated a less robust P600 component for syntactic violations. Furthermore, adolescents in the SLI-Recovered group exhibited a similar neural profile to the NL group for the semantic and syntactic omission violations. However, a unique profile with initial negativity was observed in the SLI-Recovered group in the commission violation condition.ConclusionsAdolescents with persistent language impairment continue to demonstrate delays in language processing at the behavioral and neural levels. Conversely, the adolescents in the SLI-Recovered group appear to have made gains in language processing skills to overcome their initial impairments. However, our findings suggest that the adolescents in the SLI-Recovered group may have compensatory processing strategies for some aspects of language, as evidenced by a unique event-related potential profile.

Verb Errors of Bilingual and Monolingual Basic Writers

Verb Errors of Bilingual and Monolingual Basic Writers

Investigating Morpho-Syntactic Translation Errors Made by Yemeni EFL Students

This study investigates the most common morpho-syntactic Arabic-English and English-Arabic translation errors made by fourth year students of the English Department (Translation Program) at the University of Science and Technology (UST) in Yemen. It identifies how frequently these errors occur and sheds light on issues for EFL students and translation teachers in Yemen in general and the UST in particular, regarding the importance of having a good command of both Arabic and English. This may help learners identify and reduce such errors. In this empirical study, a test of 20 English and 20 Arabic sentences was given to the subjects of the study to be translated into Arabic and English respectively. Findings from the study show that the students make significantly more errors in tense, noun, verb, preposition, pronoun, relative clauses, article, and voice when they translate sentences from Arabic into English. There are also no significant differences in the students' translation in terms of agreement, word order, mood, and condition. The study concludes with some important recommendations such as adding a course on contrastive analysis and other Arabic language courses to the curriculum of the Translation Program in the English Department. Teachers and students are advised to take into account the different morpho-syntactic rules when teaching or translating respectively.

Investigating The Effect Of Grammatical Differences Between English (L2) And Arabic (L1) On Saudi Female Students’ Writing Of English

The purpose of this study is to investigate whether the grammatical errors committed by the Female Saudi Students can be attributed to their mother tongue interference. This study analyses 120 English essays written by Arabic speaking Saudi Female Students studying at Prince Fahad Bin Sultan University. Since the researcher’s mother-tongue is also Arabic, the interference of Arabic language committed by these students was easily found upon examining their writings. The findings of this study revealed that the transfer of Arabic linguistic structures influenced the English writings of Saudi Female Students on the grammatical level. Furthermore, the English writing skill of the Saudi Female Students needs development. The study concluded that the percentage of the total grammatical errors committed by the Saudi students was 1179 errors. Out of the 1179 errors, 59 errors were in Active and Passive Voice, 118 errors in plurality, 118 errors also in articles, 165 errors in the use of word order, 188 errors in prepositions, 244 errors in Verb Tenses and Form, and 306 errors in Subject-verb agreement which is the highest percentage of errors as a result of the effect of the L1. On the basis of these findings, a group of recommendations and some pedagogical implications for educators and policy makers were provided to improve the EFL teaching-learning process.

Grammatical Errors in the English Translation Made by the Students of English Study Program of UKI Toraja

This research is aimed at describing the grammatical errors made by the students in translating Indonesian into English. Four objectives are fromulated: 1.To find out the types of errors that the students make in translating sentences from Indonesian into English 2.To find out the most frequent errors made by the students of UKI Toraja 3.To find out the source of error that the students make in translating Indonesian text into English text and 4. To find out the differences in number of grammatical errors made the students of different levels of UKI Toraja. The method used was a descriptive method. The population of this research was the fourth-semester and the sixth-semester students of UKI Toraja in the academic year 2014/2015. The fourth-semester students consisted of 270 as the population in this research. Thirty (30) students were taken as the sample. The sixth-semester students also consisted of 270 students as a population in this research and30 students were taken as the sample. The research findings reveal that the most frequent errors in both levels are errors in verbs; and that most of the errors are due to overgeneralization and the ignorance of the rule restriction. Keywords: Grammatical errors, Indonesian text, English text, Verb, Noun, Conjunction, Pronoun, Adjective, Adverb, Article, Preposition.

Error Analysis of Writing Verbs in Discussion Text

The objective of this study is to find out the error types of writing verbs in students‟ discussion texts and to identify the factors causing verb errors at the fourth semester students of English major in University of Kuningan. The subject of this study is 20 students. The limitation of the problem is to classify the students‟ errors based on Linville„s error types in writing verbs, there are subject-verb agreement errors, verb tense errors, and verb form errors. This research is using qualitative method by collecting data from documents, questionnaires, and interviews. The result showed that the highest error which most students made is subject-verb agreement. Its frequency is 105 errors or 78.95 %. The second common error is verb form with 15 errors or 11.28 %. The third common error is verb-tense with 13 errors or 9.77 %. The factors causing verb errors are interlingual factor and intralingual or developmental factor. It is influenced by the students‟ lack of knowledge and understanding of the use of verbs.Key words: subject-verb agreement error, verb tense error, verb form error, interlingual factor, intralingual or developmental factor

English

In the study conducted using qualitative research methods, one of the purposeful samplings, typical case sampling was used. The date were collected from two sources. The students were asked to prepare any topic they wanted and then delivered it. The students were observed for one month in order to detect their mistakes as they speak, through participant observation. Expression mistakes were classified and interpreted before they made them. Mistakes in one sentence considered for more than one category were classified under all categories. In addition, both in data collection and analysis, validity and reliability measures were taken. At the end of the research, we found that Turkic students made errors more in sentence components followed by compounds errors, errors originating from the use of plural morpheme, temporal-personal morphemes. We also observed that Turkic students made minimum errors in voice, conjunctions-prepositions and verbs.    Key words: Teaching Turkish, Turkic students , Kazakh, speaking skills, misuse, expressions.   &nbsp

“De terughaalactie geld alleen voor de hierboven afgebelede pizza’s geldig.”

Consumers’ responses to product recalls with language errors Consumers’ responses to product recalls with language errors Product recall notices not only warn consumers for faulty products, they also limit the damage which may be caused to the company. But what happens when the product recall notice itself contains errors? This study investigated the effects of three different types of language errors: typographical errors, verb errors and sentence errors. Four versions of a product recall were created. The control condition contained no errors. The other three versions contained either five typos, five grammatical conjugation errors or five poorly formed sentences. Participants (N = 710) were randomly assigned to one of the four conditions. Results indicate that participants who detected the errors, had lower attitudes towards the advertisement and the company than participants in the control condition and participants who failed to detect the errors. Poorly formed sentences also had a negative impact on consumers’ brand evaluations and their future product purchase intentions. Hence, language errors in product recall notices can have negative consequences for companies.

English

The current study is designed to find the comparative effects of direct feedback method and indirect feedback method of error treatment on Urdu EFL learners’ writings at intermediate level. To find out the comparative results about these two treatment methods, 46 students having Urdu as their mother tongue were divided into two groups. Errors in writings of one group were treated by direct feedback method while indirect feedback method was adopted to treat the errors of the other group. Repeated measure experimental research design was used to find the accuracy in students’ writings. The study revealed that both methods helped the students to decrease the errors and created accuracy over the time but direct feedback method yielded better results in comparison to indirect feedback group. Comparative effects of two methods on error categories showed that for verb errors, article errors and sentence structure errors direct feedback method was more helpful. While for noun ending errors, wrong word errors, indirect feedback method of error treatment was more useful. Key words: Comparative study, effectiveness, feedback, EFL learners, writings.

Narrative Discourse Impairments in Persian-Speaking Persons with Traumatic Brain Injury: A Pilot Study

Objective: Studies have shown the presence of narrative discourse difficulties in persons with traumatic brain injury (TBI), even in those who do not suffer from aphasia. Yet, there still exist inconsistencies between the results of different studies, in particular at the microlinguistic level. Moreover, a limited number of languages have been studied in this regard. Therefore, this study aimed at examining these skills in Persian-speaking individuals with TBI. The purpose of this pilot study was to analyse the microlinguistic and macrolinguistic skills of these individuals to determine impaired linguistic measures at different levels of narrative discourse. Participants and Methods: Fourteen non-aphasic Persian-speaking persons with TBI (9 with severe TBI and 5 with moderate TBI), aged 19-40 years (mean = 25.84, SD = 5.69), and 61 age-matched healthy adults completed a narrative task. Measures of language productivity, clause density, verbal error ratio, and cohesion ratio were calculated. Also, test-retest and inter-rater reliability coefficients were analysed. Results: The TBI group was impaired in some microlinguistic and all macrolinguistic measures compared to their control peers. Conclusion: The results of this study suggest that multi-level narrative discourse analyses of Persian-speaking individuals with TBI may be useful for speech/language pathologists wishing to evaluate communication disorders in persons with TBI.

Social Responses to Conversational TV VUI

The study investigated whether apologetic synthetic gendered voices affect users' perception of an error-prone VUI. In a TV viewing task, participants interacted with the conversational TV, and executed eight menus in a 2 (apologetic error message: yes vs. no) by 2 (voice gender) by 2 (subject gender) gender balanced, between participants experiment. When participants encountered errors, the TV provided verbal error messages, with or without an apology. The results revealed significant two-way interaction effects of apology (yes) and voice gender (male) on perception of the TV, and the voice. Irrespective of gender, participants responded to a male voice more, when it offered apologies for errors. It is interpreted that the context in which genuineness of apology was regarded as important made participants perceive a male voice as being more trustworthy than a female voice. The participants seem to have applied gender stereotypical perceptions to gendered VUI, as they do to other humans.

Capturing the characteristics of Korean high school students at different proficiency levels: Analysis of verb errors in spoken English

Capturing the characteristics of Korean high school students at different proficiency levels: Analysis of verb errors in spoken English

Verbal self-monitoring in individuals with schizotypal personality traits: An exploratory ERP study

IntroductionIndividuals with schizophrenia have deficits in verbal self-monitoring. This study aimed to assess whether individuals vulnerable to develop schizophrenia show similar difficulties. MethodsFifteen individuals with schizotypal personality traits and 15 healthy controls participated. All participants underwent an event-related potential (ERP) paradigm using a phoneme monitoring Go/No-Go task. ResultsBehavioural results showed that there was no significant difference between individuals with schizotypal personality traits and controls in post-error slowing, but schizotypal individuals had a significantly lower degree of error awareness and higher error rate. In the ERP data, when compared with controls, individuals with schizotypal personality traits showed similar error-related negativity (ERN) amplitude but significantly larger error positivity (Pe) amplitude. ConclusionsResults of this study suggest that verbal error detection may be intact in individuals with schizotypal personality traits. However, it seems that this vulnerable population may have a greater emotional evaluation of errors.

Common Errors in the Use of English Verb Forms

English has been taught as the first foreign language in the schools of Latvia for more than 10 years and is a compulsory subject from the age of nine, but university professors frequently observe that undergraduates who study English make verb errors when both formal and informal register is required. Therefore, the goal of the research was to find the common errors in the use of English finite verb forms and explain their causes. Research participants were first-year students who have studied English for at least ten years at school and now are majoring in language and business studies at a university in Latvia. A case study was used as a research method. Fifty students’ tests on the use of English verb tense, aspect and voice forms were analysed. A questionnaire survey was applied to analyse the potential causes of the verb errors the students make. The analysis allows us to conclude that the most common errors are in the use of the verb aspect forms, followed by the use of the verb tense forms, and that they can be classified as intralingual errors. The most typical causes of these errors are simplifications, the fact that some students have not yet reached the required language level for advanced studies and the use of English, the students’ misconceptions about their real knowledge of verb forms, lack of independent learning habits and also the metalanguage to deal with tertiary level tasks.

Comparing Language Use in the Writing of Developmental Generation 1.5, L1, and L2 Tertiary Students

Developmental composition courses serve a sizable and growing number of Generation 1.5 students, or long-term U.S. resident language learners, and it is believed that language challenges may be part of Generation 1.5 writers’ difficulty in controlling the academic register. The current study investigates possible similarities and differences between Generation 1.5 students ( n = 149) and two other student groups: mainstream first language (L1) writers ( n = 203) and more traditional second language (L2) writers ( n = 55), thus determining the extent to which language-use variables distinguish Generation 1.5 texts from those of their classmates. Results indicate significant differences between Generation 1.5 and L2 students on holistic writing quality, word errors, word class errors, verb errors, total identified errors, and spoken features of language. Generation 1.5 and L1 texts significantly differed on academic features of language. Implications are presented, suggesting that developmental Generation 1.5 writing may be more similar to L1 writing than has been previously reported.

Grammatical Error Correction and Retention in EFL Students: A Case Study of EFL Students in Thailand

This study aimed to examine grammatical error types, retention of the correction in the students’ writing, and their opinions on the error correction. The research was conducted on 30 first year English-major students studying a grammar course of 15 weeks at UttaraditRajabhat University in Thailand. The study analyzed 1,800 sentences, and errors found in the exercises were compared to those of the follow-up tests. The analysis used percentage, means, and standard deviations. The results indicated the most grammatical errors found were errors in verb, the others including errors in determiner, noun, preposition, sentence structure, adverb, and adjective. The correction by group discussion improved writing ability, and retained. The students’ opinions on the way of error correction were at high level.