Vocabulary Errors Research Articles

SỬ DỤNG GOOGLE DOCS VÀ MERCI APP TRONG LỚP HỌC VIẾT TIẾNG PHÁP

This study compares the effectiveness of two automated feedback tools, Google Documents, which will be further addressed as Google Docs, and Merci App, in improving writing ability in French as a foreign language. Forty second-year students used these two reviewer tools to correct their B2-level texts. The data includes 80 student drafts edited on two tools and a survey questionnaire after using these two applications. The results show that both tools help students correct many errors at the sentence, word, and fragment levels but cannot correct errors at the inter-sentence, idea, and coherence levels. Google Docs detects more grammatical errors than Merci App, but Merci App is superior when it comes to finding errors in spelling, vocabulary, expression, and punctuation. Students use the application's error correction suggestions to correct their papers at a very high rate, 92.6% with Google Docs and 81.7% with Merci App. The number of students who prefer Google Docs is also higher than the number of students who prefer Merci App. The study proposes to use both tools to correct students' writing errors and to help students become familiar with error explanations in Merci App to help them systematize language knowledge and develop auto-learning capacity.

تحليل الأخطأ الصوتية في نطق مفردات اللغة العربية لدى الطلبة في مدرسة الإبراهيمي المتوسطة غرسيك

Phonological errors in Arabic pronunciation are normal in the language learning process, especially when someone is learning a new language or when a child is developing their speaking skills. Therefore, this simple research seeks to highlight forms of phonetic errors in Arabic vocabulary, in addition to identifying problems faced by middle school students in pronouncing Arabic vocabulary. Researchers use the case study method which comes from a qualitative research approach. The main data sources are students and Arabic language teachers, while secondary data are books and scientific journals related to the research subject. Data were collected through three methods, namely observation, interviews, and documentation, which were then analyzed descriptively interactively. All data is checked for validity through the source triangulation method and the accuracy of observations. The results of this research are: 1) The most prominent form of phonological error experienced by students is substitution, namely the pronunciation of words that are close and similar in their output in such a way that it is difficult for them to identify the differences between them. Likewise with missing, namely the pronunciation of Arabic vocabulary which has a long origin in its pronunciation, where students pronounce it in short form or vice versa. 2) The problems faced by students in connection with phonological errors are divided into two, namely linguistic and non-linguistic problems.

Exploring the relationship between teachers' beliefs and practices of oral corrective feedback in synchronous computer-mediated communication

This study investigated the relationship between the EFL teachers' beliefs about oral.corrective feedback (OCF) and their actual teaching practices in the context of.synchronous computer-mediated communication (SCMC). It aimed to understand the.extent of in/consistency between the teachers’ OCF practices and beliefs.regarding the significance of OCF, types of OCF strategies and the types of errors.receiving OCF.Data were collected through two instruments: observations for the.purpose of exploring the teachers’ actual OCF practices and a questionnaire to.uncover OCF beliefs.It was found that the teachers expressed strong beliefs.about their awareness of the significance of OCF, which, however, was not.reflected in the frequency of OCF provision. The results also indicated that recasts.were the most frequently employed form of feedback, which is in line with the overall.preferences reported by the teachers in the questionnaire. Additionally, the teachers considered.pronunciation errors the most significant target of OCF. Nevertheless, vocabulary errors had a substantially higher frequency of corrections. It was also noted that the.teachers stated to adapt their OCF provision in SCMC contexts compared to F2F.classroom settings. The observed in/consistencies were discussed considering the.impact of various belief systems on classroom behaviors and several contextual factors.

Analysis of students' difficulties in writing skills in English mathematics courses

This research aims to analyze the difficulties faced by students in developing their writing skills in the Mathematics English course. Through a qualitative approach, this research explores the factors that influence student difficulties, including language aspects and mathematical concepts.. The research subjects taken were 5th semester mathematics education students. The data collection methods used were documentation methods, test methods, and observation methods. The documentation method was used to obtain data about the list of names of students who were used as research subjects. The test method is used to obtain data on student completion of English courses, the observation method is used to determine objective conditions during English teaching and learning activities and to determine factors that can influence the learning process. The location of students' difficulties in learning English lies in abilities including writing ability and listening ability. The difficulty of spelling errors is 30%, vocabulary errors are 40%, listening errors are 10%, and language errors are 20%. This shows that the level of student ability has a role in the student learning process and can be one of the factors that influence the level of student academic achievement.

Teacher practices and student preferences of oral corrective feedback in Indonesian EFL classrooms: A Vygotskian perspective

Oral corrective feedback (OCF) is considered a salient pedagogical process which teachers use to assist students to enhance their language learning. Less is known about which feedback practices students prefer or consider effective for particular language learning processes. From a sociocultural perspective, this study investigated the extent of congruency between teacher practices and student preferences for OCF in Islamic Senior High Schools in Indonesia. Using a mixed-methods approach, quantitative data were collected from 444 students using a five-point Likert scale and administered across one province. Complementary data were collected from classroom observations, teacher interviews and student focus groups. The analyses of these multiple datasets illustrate that teacher practices are not congruent with student preferences for OCF. Findings show that students favour feedback on vocabulary errors, whereas in practice, teachers respond more often to pronunciation errors. Students prefer negotiated feedback, but in practice teachers mostly use clarification requests. The groups are aligned in relation to one area; students indicate a preference for teacher feedback, likewise teachers’ practice demonstrably favours teacher feedback. Pedagogically, the findings indicate a need for teachers to transform their conceptual understanding and practices of OCF to better support student collaboration and mutual meaningful scaffolding for L2 development.

Decoding the Challenges: A Study of English Writing Errors Among EFL Students

This study focused on analyzing the common errors made by students in their English writing skills. The study employed a descriptive research design, involving 100 EFL university students as participants. The primary data collection method was a writing test, and the collected data were analyzed using error analysis techniques. The findings showed that the most common errors made by the students were related to grammar, vocabulary, and spelling. The most common grammatical errors were associated with subject-verb agreement, verb tense, and articles. In terms of vocabulary errors, the study identified prevalent mistakes such as the incorrect use of word forms, inappropriate collocations, and confusion between homophones. Additionally, the analysis of spelling errors revealed that phonetic spelling mistakes were the most common, followed by misspelling of homophones and confusion of vowels. These findings highlight areas where students commonly struggle with their English writing skills and emphasize the crucial need for targeted instructional strategies to effectively address these challenges and improve students' proficiency in English writing.

Exploring Innovative Strategies for Teaching English to College Students Based on Data Mining Theory

Abstract This paper suggests a J2EE framework-based online intelligent diagnostic assessment scheme. The system has the capabilities of teaching, diagnosis, testing, and feedback as auxiliary teaching software through the automated alteration of subjective and objective questions and the individualized design of diagnostic results. Combined with the characteristics of English composition, the research focuses on the use of the shortest editing distance, cosine vector space, regular matching and other techniques to automate the composition correction and diagnosis, which not only realizes the final scoring of subjective questions but also the diagnostic report can provide students with personalized comments, precisely give the strengths and weaknesses in terms of knowledge points, as well as the analysis chart of knowledge points, scores and ability values of previous exams. In this paper, when evaluating the system with teacher ratings, the overall mistake rate for class essays was 9.0% when the similarity criterion S=0.2 was employed. For individuals and classes passing the test, the error was within 10%, and the score difference was within 2 points. Finally, the common errors of students in English writing were detected, with grammar errors accounting for 58.2%, vocabulary errors for 26.7%, and essay errors for 15.1%. Therefore, this system can make a good contribution to the teaching reform of English and achieve a real reduction of the burden for teachers and students.

Chinglish: Unraveling the Cultural and Cognitive Pattern Differences in Cross-Linguistic Communication

English, as a foreign language in China, is often influenced by the first language (L1), which is Chinese, giving rise to the phenomenon of Chinglish. Chinglish, a distinct English variety, significantly differs from standard English in various aspects. The prominent reason for these differences lies in the variance of culture and thinking patterns. Unfortunately, Chinglish impedes effective cross-cultural communication and hinders the advancement of English learners’ proficiency. This study aims to elucidate the current state and specific manifestations of Chinglish concerning vocabulary and syntax from the perspective of cultural and cognitive disparities. The research employs questionnaire surveys and material analysis methods to gather data. Preliminary analysis reveals the widespread prevalence of Chinglish during the English learning process, with the primary vocabulary errors being redundancy, improper word usage, and incorrect collocation. In terms of syntax, word order, tense, and voice are particularly discussed as problematic areas. This paper concludes with suggestions for avoiding Chinglish, aiming to enhance cross-cultural communication and elevate English proficiency levels among Chinese learners.

Overcoming academic vocabulary errors through online corpus consultation: the case of Saudi English majors

In the past two decades, corpora have been proposed as valuable computer-assisted tools for teaching and learning academic writing in English at the university level. This article reports on an empirical study that sought to examine the effectiveness of direct corpus consultation in overcoming vocabulary errors in academic writing. This study is part of a larger research project that also investigated students’ attitudes towards direct corpus consultation activities in terms of overcoming vocabulary errors and promoting their learning autonomy as well as the difficulties they encountered. A quantitative quasi-experimental design was used in the present study, which involved 32 Saudi female undergraduates majoring in English for nine weeks of the fourteen-week writing course. Data collection instruments included a pre-post vocabulary test and pre-post writing tests. The results of quantitative and content analyses suggested that direct corpus consultation decreased vocabulary errors and improved students’ academic writing quality. The corpus consultation tasks significantly affected students’ ability to overcome the four targeted types of vocabulary errors (collocation, connotation, word form, and spelling). Furthermore, the results showed that the effectiveness of corpus consultation tasks in improving students’ vocabulary knowledge and usage varied depending on the type of vocabulary error. On the vocabulary test, collocation errors had the smallest decrease and medium effect size, whereas, on the writing post-test, connotations were the least developed type. The study concluded with some pedagogical implications for using direct corpus consultation to develop students’ vocabulary knowledge and usage, as well as recommendations for future research.

The generalized matrix equation for systematic evaluation of oral Russian self-study

Abstract Generalized Lyapunov matrix equations appear in the fields of controllability analysis and model reduction of bilinear systems, stability analysis and optimal stabilization of linear stochastic systems, etc. The author studies the numerical solution of the generalized Lyapunov matrix equation combined with the evaluation of the Russian spoken language self-study system. Taking the empirical analysis as the research object, we selected 120 oral test samples from 12 colleges and universities in the 2020 national four-level unified test of Russian majors, compared with the teaching syllabus and the examination syllabus, the data were analyzed from the perspectives of speech speed, vocabulary, grammar and vocabulary errors, and a series of important conclusions were drawn, according to the specific problems exposed by the students in the oral test, the current situation of oral Russian teaching is discussed from the aspects of oral teaching materials, oral teachers and oral teaching methods.

Translation Errors Across Legal Titles and Headings: Critical Analysis of the English Version of the Russian Criminal Procedural Code.

The study integrates theoretical and empirical investigation, uses error-based analysis techniques to identify mistakes and classify them within major language subsystems. A case study methodology and descriptive statistics were used to explore the language of the chapter titles and article headings, applied error-based analysis techniques. The mentioned analysis was conducted by a number of professional legal translators. The analysis revealed that English version of the Code titles and headings under study contains 17% of grammar errors, 14% of vocabulary errors, and 7% of the graphic errors. The material below introduces most typical errors and ways for their identification and correction. The findings confirmed the research hypothesis on the challenges to the quality assurance regarding the translation of domestic legislation into a foreign language at the level of the legislation documents headings. The research confirmed the importance to go beyond the legal dictionary and encyclopedia entries, underlined the relevance and urgent need to more focus on the target language legislative sources of equal or similar branch and genre and academic practice in the respective areas. Therefore, the results can become the basis for future research on the theory of translation of legal texts and documents.

What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?

This study examined whether the linguistic distance between the first (L1) and second (L2) language is a significant determinant of L2 writing skills of 292 adult immigrants from 39 different source countries, who were beginner learners of Spanish L2. Gender, age, length of residence in Spain, education level as a proxy for literacy skills in L1, enrolment in Spanish language courses, and overall communicative competence in Spanish were also considered. Using both standard procedures for assessing L2 writing and performance-based psycholinguistic measures of accuracy and text-production fluency, the findings highlight the important role of linguistic proximity in achieving greater accuracy, text-production fluency, and overall L2 writing scores. Other significant predictors were age, enrolment in Spanish courses, and education level for accuracy; and length of residence in Spain and education level for text-production fluency. Although length of residence in Spain was negatively associated with text-production fluency in L2 writing, mediation analyses revealed that the effect of age on text-production fluency was mediated by length of residence in Spain and that L2 proficiency level mediated the link between linguistic distance and text-production fluency. Furthermore, most of the errors that these immigrants made were morphosyntactic and spelling errors, while vocabulary errors were rare.

LEXICAL ERRORS IN SECOND LANGUAGE ACADEMIC WRITING

The main focus of error analysis, a branch of applied linguistics, is investigating and studying errors that are made by second language (L2) learners. The present study is based on quantitative and qualitative analysis as well as corpus-aided analysis of lexical errors in academic vocabulary. The study aims to assist educators and teachers to develop, organize lessons or courses, which will enhance the effectiveness of academic vocabulary learning on the part of the students. Based on the results of the given research, teachers can refer to the errors in academic vocabulary, which will help them notice the gap in Academic Word List (AWL), by raising their awareness and emphasizing on certain areas of academic vocabulary. The instruments of the study were 39 essay scripts written by the AUA (American University of Armenia) first-year students majoring in English and Communications.

Enhancing Academic Writing Vocabulary Use through Direct Corpus Consultation: Saudi English Majors’ Perceptions and Experiences

Using corpora as a learning tool in Second Language writing has gained popularity recently. The present study aimed to explore how Saudi EFL students perceive and engage with direct corpus consultation activities in academic writing as an effective method of overcoming their vocabulary errors. Hopefully, this study will provide insights into the issue of raising awareness among both EFL university students and writing teachers about the benefits of direct corpus consultation in academic writing, as well as highlighting the potential challenges students might face. Two specific questions were addressed in the study: How do Saudi EFL students perceive direct corpus consultation as a method for overcoming vocabulary errors in academic writing? What are the challenges that EFL students encounter when they use direct corpus consultation? Based on convenience sampling, a total of 32 Saudi female students majoring in English participated in the study. The study employed a mixed-method approach to increase the credibility of the study results. The study data were collected from a structured questionnaire based on a 6-point Likert scale and semi-structured interviews. The corpus used was the Corpus of Contemporary American English. The findings of both the quantitative and qualitative analysis revealed that the participants were positive about using direct corpus consultation to improve vocabulary and academic writing. In addition, some challenges associated with using direct corpus consultation were outlined in the study findings. The study concluded with several recommendations for future research and pedagogical implications.

A Study of Senior High Schools in Palembang: Students’ Errors in Writing

This research was intended to find out an error analysis of students' writing of eleventh grade of students of three senior high schools in Palembang. Quantitative content analysis research is conducted in this research as the methodology research. This research was conducted in three senior high schools in Palembang, namely, (1)SMA Muhammadiyah 6 Palembang which is accredited A, (2) SMA Nurul Amal Palembang which is accredited B, (3), SMA Muhammadiyah 8 Palembang which is accredited C. The total of participant of this research is 30 students. In collecting data, the researcher used writing sheet test and error checklist as the instrument of this research. The data was analyzed by using method of analyzing error by Ellis. The results of this research showed the errors of writing aspects on students writings of eleventh grade students of three high senior high schools in Palembang, namely, first is content errors, second is paragraph organizations errors, third is vocabulary error, forth is mechanic error, and fifth is grammar error. From the findings of this research could be conclude that some of eleventh-grade students in senior high schools in Palembang have less knowledge or lack information about five writing aspects as the essential knowledge to write text.

Evaluating the Vocabulary Building of the Students through Circle Time at ECE

The present study was designed to intensify student vocabulary buildingthrough circle time in Early Childhood Education. All Governmentstudents district Lahore kindergarten school were the population of thestudy. Multistage sampling technique was used to select 25 students fromthe target population. Researcher designed activities measured vocabularythrough circle time with the participants. The fundamental researchquestion that guided the present research study was the intent to identifythe highly effective kindergarten activities that facilitate student learningfrom circle time building vocabulary. Vocabulary was measured with pretest and post-test results. The data was analyzed by One Sample T-test withuse of activities as treatment to diagnose student vocabulary errors. Theresults of the study revealed that circle time is a great technique to buildvocabulary of students. Significant results support circle time use incommunicative activities.

VOCABULARY BUILDING THROUGH CIRCLE TIME AT ECE (EARLY CHILDHOOD EDUCATION)

The present study was designed to intensify student vocabulary building through circle time in Early Childhood Education. All Government students district Lahore kindergarten school were the population of the study. Multistage sampling technique was used to select 25 students from the target population. Researcher designed activities measured vocabulary through circle time with the participants. The fundamental research question that guided the present research study was the intent to identify the highly effective kindergarten activities that facilitate student learning from circle time building vocabulary. Vocabulary was measured with pre-test and post-test results. The data was analyzed by One Sample T-test with use of activities as treatment to diagnose student vocabulary errors. The results of the study revealed that circle time is a great technique to build vocabulary of students. Significant results support circle time use in communicative activities.

Osvrt na analizu grešaka na primeru nastave engleskog jezika struke

Although largely abandoned and criticized in Second Language Acquisition research, Error Analysis is still widely employed in the field of English Language Teaching. The aim of this paper is to re investigate the potentials and limitations of the Error Analysis approach half a century after its establishment. The analysis presented in this paper is placed in the specific context of English for Specific Purposes, aimed to analyze errors in engineering students' translations. Unlike the majority of Error Analyses, this study investigates not only grammatical but also vocabulary errors. The main focus is placed on the explanation of errors, i.e. determining the sources of learners' errors, followed by further analysis of the main causes of both inter lingual and intralingual errors, including over generalization, ignorance of rule restrictions, over extension of analogy, etc. Based on the results and implications of the presented analysis, it is concluded that Error Analysis, despite its shortcomings and limitations, provides valuable insight into the strategies learners employ as well as the obstacles they encounter in the process of foreign language production, which can be used as a resource to improve or supplement the existing teaching methodologies and adapt them to the specific needs of students.

대학생 글쓰기에 나타난 오류 유형 분석

The purpose of this study is to analyze the types of various error cases commonly found in college students' writing, draw problems and guide them, thereby contributing to the future students' correct self-expression through writing and smooth communication with each other.. Therefore, in this paper, the students' writings written by new students through various programs related to writing classes and writing subjects are targeted in this paper. In the writing curriculum of the school's new students in the Class of 2021, errors in vocabulary and sentences including typography were examined. There are a total of 75 error writings, and errors were derived from essays on various topics, and the characteristics were considered by classifying them into typographical and sentence errors.Errors related to notation accounted for 20.7% of the total, and 79.3% of sentence errors appeared.Among sentence errors, colloquial expression errors and research errors were high at 16.6% and 16.2%, respectively.

쓰기 수업에서 교사의 피드백 효과에 대한 단기 종단연구

This study analyzes how the correctional feedback provided by the teacher affects the error reduction and writing improvement of undergraduate international students. Many learners said they wanted to receive direct feedback, but what was more helpful for their writing was indirect feedback. Feedback about composition of the writing was regarded more important, followed by content of writing, sentence structure, grammar error, spelling and vocabulary error, and word spacing. The error patterns were different depending on the feedback time and class. The number of writing, grammar, and word spacing errors decreased in the multinational class compared to the Chinese students class. It was found out that feedback accompanied by positive evaluation helps to strengthen their writing skills.