Vocabulary Errors Research Articles

중국어 모어 화자의 한국어 학습자의 쓰기에 나타난 오류 분석 -어휘 오류를 중심으로-

본 연구는 중국어 모어 화자 한국어 학습자의 쓰기에 나타난 오류 분석을 실시하여 오류의 원인을 살펴보고 이를 분석한 내용을 바탕으로 학습자들이 생산해 내는 오류에 효과적인 교육 방안을 제시하는데 있다. 본 연구의 분석 대상 자료는 '내가 생각하는 한국', '중국과 한국의 문화융합에 대하여', '친구' 등의 주제로 작문한 것을 바탕으로 모든 문장을 입력하고 이들 문장 중에서 어휘 오류를 추출하여 수정한 후, 본 연구자가 설정한 오류 유형의 범주에 의하여 재분류하였으며 분류한 오류의 빈도수를 작성하였다. 연구의 결과, 대치 오류 > 철자 오류 > 오형태 > 누락 오류 > 첨가 오류 의 순으로 오류의 유형이 나타났다. 오류 방지를 위한 교육 방안으로 문법적인 요소나 어휘의 형태적인 면을 제시할 경우에는 그 부분의 제약이 되는 점을 같이 제시해줘야 오류를 미연에 방지할 수 있을 것이다. The aim of study is to present a better teaching strategy to reduce writing errors of Chinese learners of Korean language after finding out what reasons of errors were after analyzing of their writing errors in Korean language. Analyzed contents were writhing in Korean language of 'how I think Korean', 'about Chinese and Korean culture', 'friends' and analyzed what errors were occurred. The vocabulary errors frequencies were counted by the criteria which was set by a researcher. The results were as follows. The frequency of substitute error was the most and were followed by spelling error, wrong type error, omission error and adding error. It is suggested when we teach Korean Language to Chinese learners and develop text for them, the vocabularies should be presented with examples of how to be used in context instead of presenting only vocabulary on the text. It would be a better way to reduce writing errors of Chinese learners of Korean language.

Preferences of ELT Learners in the Correction of Oral Vocabulary and Pronunciation Errors

Vocabulary is an essential component of language teaching and learning process, and correct pronunciation of lexical items is an ultimate goal for language instructors in ELT programs. Apart from how lexical items should be taught, the way teachers correct oral vocabulary errors as well as those of pronunciation in line with the preferences of learners is a crucial issue on which a consensus should be reached. This present study aimed to explore the preferences of ELT learners in a Turkish university on the correction of oral vocabulary and pronunciation errors by their instructors. The data were gathered from 213 ELT students through a five-point Likert scale, the items of which were derived from the answers given by the students to the open-ended questions regarding the research question. The findings in our study reveal that instructors teaching various field courses including the skill courses in freshman level in ELT departments need to be sensitive towards the preferences of learners in the correction of oral vocabulary and pronunciation errors, and they should explore how the learners would prefer their errors to be corrected as this can enable them to treat such errors more effectively and facilitate the learning process.

Iranian EFL Learners’ Preferences toward Classroom Oral Error Correction: With a Main Focus on Their Proficiency Level

There are many problems associated with oral error correction in the EFL classrooms. One of these common problems is the student and teacher disagreement on the amount of error correction, type, and techniques of correcting errors. This study based on the findings of a questionnaire administrated to 90 female EFL students in Pardisan Language Institute investigates: 1) Whether or not learners’ (with different proficiency levels) prefer classroom oral error correction; 2) learners’ prefer which types of oral error correction; and 3) Which techniques of correcting oral errors do the learners prefer. The findings of this study manifest that the majority of the students in three different levels (elementary, intermediate, and advanced) had strongly preferred that their oral errors should be corrected and they preferred to receive constant error correction. Also the majority of the students preferred vocabulary error correction over the other types of errors. Also the least favored oral error correction technique was the technique in which the teacher ignores the students’ errors as for as the most favored techniques by students of three different levels were the ones in which teacher repeats the original question, asks students to repeat the utterance, explain why the response is incorrect, and finally the teacher gives students a hint which might enable them to notice the error and self-correct.

Computer-Assisted Error Analysis and Courseware Design

The paper describes the use of a database in an analysis of writing errors of Swedish university students, discussing and analyzing the major grammatical and vocabulary errors discovered. The paper compares this study with similar work: one, a study of Swedish-speaking teacher trainees' written work; the other, a study of the writing errors of students from a variety of first-language backgrounds. Applications of the results of the error analysis for computer-assisted language learning (CALL) and directions for further research are suggested.

Perspective: Musings on the Acropolis: Terminology for biogeography

ISSN 1948‐6596 opinion and perspectives perspective Musings on the Acropolis: Terminology for biogeography Samuel M. Scheiner Division of Environmental Biology, National Science Foundation, 4201 Wilson Blvd., Arlington, VA 22230, USA. e‐mail: sscheine@nsf.gov; http:// www.nsf.gov/staff/staff_bio.jsp?lan=sscheine Abstract. Biogeography, like all science, is better served when its vocabulary usage is precise, organized and simple. In this light, I examine three intertwined sets of concepts concerning scale and diversity. First, I show how ‘scale’ consists of four components: sampling unit, grain, focus and extent. Using those more precise terms prevents potential ambiguities in communication. I also clear up a confusion in the usage of ‘focus’ that I promulgated in an earlier paper. Second, I explain how organizing our concepts concerning species richness relationships both disambiguates those concepts and leads to the develop‐ ment of new theories. Third, I explore the multitudinous ideas and terms that have collected under the general concept of ‘diversity’ and propose one scheme for simplifying current confusions. Biogeography is in a period of unification of its disparate threads of ecology, phylogeography and phylogenetics. In weaving together concepts of scale and diversity, I hope that this essay contributes to that unification. age to those ancient Greek philosophers who gave us the foundations of our sciences. Introduction More precise vocabulary “Rhetoric is the art of ruling the minds of men.” (Plato) “Sticks and stones may break my bones, but words will never hurt me.” (Child’s rhyme) On the contrary, words matter. They solidify con‐ cepts and ensure accurate communication. Im‐ properly used, they can obscure and sow confu‐ sion. Ecologists are notorious for inventing com‐ plex lexicons, although we are probably no worse in this regard than many other disciplines and pro‐ fessions. Sometimes those lexicons make mean‐ ings precise, but only if used properly. My purpose here is to examine three intertwined sets of con‐ cepts concerning scale and diversity, with a goal of making our vocabulary usage more precise, organ‐ ized and simplified. While none of this is new, our continued misuse of terminology bears its repetition. This essay was conceived while at the Fifth Interna‐ tional Biogeography Society meeting in Crete, lis‐ tening to the talks and their misuses and ambigui‐ ties of rhetoric. Having come down with the ’flu a short time later, I spent an entire day in my hotel room writing this paper while gazing up at the Acropolis, hence the title of this piece. It is a hom‐ “It is the mark of an educated man to look for pre‐ cision in each class of things just so far as the na‐ ture of the subject admits; it is evidently equally foolish to accept probable reasoning from a mathematician and to demand from a rhetorician scientific proofs.” (Aristotle, Nicomachean Ethics) Biogeography deals with patterns and processes that vary in time and space from seconds to ep‐ ochs and micrometers to the entire globe. In re‐ ferring to these ranges of time and space, we make one of the most common vocabulary errors in our discipline by talking about differences in ‘scale.’ Because ‘scale’ has multiple components (Table 1A), the use of the word ‘scale’ is often im‐ precise (Dungan et al. 2002). Most often what is meant is ‘extent’ – as in, “Studies at landscape and continental scales” – and this meaning is usu‐ ally, but not always, obvious in context. The other frequent meaning of ‘scale’ is ‘grain.’ It is here that the use of ‘scale’ can sow confusion. Consider the following: “The accuracy of species richness data differs when compiled at landscape and continental scales.” That sentence © 2011 the authors; journal compilation © 2011 The International Biogeography Society — frontiers of biogeography 3.2, 2011

Vocabulary Acquisition according to Task Types

In order to explore the relationship between vocabulary acquisition and task type as well as language learners` vocabulary error patterns and characteristics, seventy-eight students participated in this study. They took an English course for one semester, and a vocabulary examination was administered in the middle of the semester. The questions on the vocabulary exam were taken from reading, grammar, and vocabulary lists that students had been exposed to in the course. Data analyses of the vocabulary quiz outcomes indicate that the participants` performance on questions for areas emphasized in the course materials were better than those for unemphasized areas such as reading assignments. However, in terms of emphasized and unemphasized words, mean differences for lower level participants were not statistically significant.

The Effects of Corpus-Based Language Instruction on Productive Vocabulary Knowledge

While the issues of receptive and productive vocabulary knowledge have been discussed in many vocabulary studies, language learners and practitioners have also tried to reduce the discrepancy between the two types of vocabulary knowledge. At the same time, with the development of new technology of the Internet, web based concordancers became easily accessible for the language learners. However, there has been little research on investigating the effect of the concordancer with empirical data. The current research, therefore, explores the effects of the concordanccer, an application of the corpus-based language instruction, on ESL learners’ productive vocabulary knowledge. Korean undergraduate students at an American public university were recruited, randomly assigned to an experimental group (concordancer group, n=10) or a control group (thesaurus group, n=11) for a series of writing practice, and their vocabulary errors in writing samples were statistically compared. The results indicate that the concordancer is an effective vocabulary reference and learning tool, and it is more effective in improving grammar knowledge of vocabulary than the lexical knowledge. The discussion includes suggestions for the future research of corpus-based language learning in assessing ESL productive vocabulary knowledge.

P01-213 - A girl with semantic-pragmatic language disorder

ObjectiveTo report a 9-year-old girl with semantic-pragmatic language disorder.MethodClinical manifestations and neuropsychological findings of the girl are presented.ResultThe difficulties have occurred in communication. The difficulties have interfered with peer communication since she was a toddler. She cannot find appropriate words to explain what she would like to do or what she had done. She has made vocabulary errors. It is sometimes to say incorrect grammar. She has had difficulty understanding words. Tasks involving memory (e.g., memorizing writing Kanji or Kanji compounds) has been excellent for her. Japanese children are made to study a lot of kanji. Kanji has a complex shape. Though she can read and write Kanji, she cannot understand the words. Qualitative impairment in social interaction or restricted, repetitive, and stereotyped patterns of behavior had not been found. She has also short attention span. She had been diagnosed with Attention-Deficit/Hyperactivity Disorder the Predominantly Inattentive Type when she was aged 5 years.The Wechsler Intelligence Scale for Children (WISC-III) was administered to her (FIQ = 103, VIQ = 97 and PIQ = 108). The scores on Illinois Test of Psycholinguistic Abilities Japanese-version were substantially below those obtained from standardized measures of nonverbal intellectual capacity. There was a discrepancy between the abilities of verbal and non-verbal semantic comprehension.ConclusionAtomoxetin has been administered to her. Her mother and her teachers understood her manifestations. Using pictures or other concrete examples, she has been educated. Gradually, she became to be interested in the meaning of words.

Vocabulary learning from dictionary referencing and language feedback in EFL translational writing

A significant, but rarely posed, question in EFL writing is what new language the writers assimilate from the process. In this study, a group of intermediate EFL students in a state secondary school in Spain completed an L1(Spanish)-to-FL(English) written translation task on their own, with bilingual dictionary/glossary support. Three days later, this group received feedback on the vocabulary errors in their initial translations, consisting of giving the initial letters and dashes for the remaining letters of the correct word. They had to rewrite the initial translation with corrections, using the glossary support. A week after that, they were unexpectedly asked to translate the same text again without dictionary support or the previous translations, in a delayed post-test. The group looked up 158 items initially of which 148 or 94% were correct. Of these 148 items 106 or 72% were correctly recalled in the delayed post-test. Of the 136 items that were initially incorrect, 71 or 52% were also recalled. In total the students made mean gains of 13.6 vocabulary items. Not only is this result encouraging, but the analysis shows that a focus purely on errors is misleading as it does not reveal language gains.

Mental representation of symbols as revealed by vocabulary errors in two bonobos (Pan paniscus)

Error analysis has been used in humans to detect implicit representations and categories in language use. The present study utilizes the same technique to report on mental representations and categories in symbol use from two bonobos (Pan paniscus). These bonobos have been shown in published reports to comprehend English at the level of a two-and-a-half year old child and to use a keyboard with over 200 visuographic symbols (lexigrams). In this study, vocabulary test errors from over 10 years of data revealed auditory, visual, and spatio-temporal generalizations (errors were more likely items that looked like sounded like, or were frequently associated with the sample item in space or in time), as well as hierarchical and conceptual categorizations. These error data, like those of humans, are a result of spontaneous responding rather than specific training and do not solely depend upon the sample mode (e.g. auditory similarity errors are not universally more frequent with an English sample, nor were visual similarity errors universally more frequent with a photograph sample). However, unlike humans, these bonobos do not make errors based on syntactical confusions (e.g. confusing semantically unrelated nouns), suggesting that they may not separate syntactical and semantic information. These data suggest that apes spontaneously create a complex, hierarchical, web of representations when exposed to a symbol system.

Pattern of semantic errors in autism: a brief research report.

Semantic or vocabulary errors were measured among children with autism and mild learning disability and children with mild learning disability only (six children of 7.9-8.7 years in each group), testing the hypothesis that these were common in both groups. Different variables were investigated such as breadth of vocabulary and number of vocabulary errors, type of paraphasias, and mechanisms used to name the meanings that children were not aware of or could not recall, and the particular meanings that were difficult for each group. Preliminary findings showed that vocabulary errors were similar in both groups, except under-extension, which was not used by the autism group. Children with autism tended to use all mechanisms in order to name something they did not know and to focus on parts of the object in order to name it, while unknown words were similar in both groups.

In search of the benefits of learning Latin.

The authors studied whether Latin or French as a foreign curricular language is a better preparation for learning Spanish. Fifty native German speakers who took a university Spanish course concluded their course with a translation test. English was the 1st foreign language for all students, whereas half of them had learned French and the other half had learned Latin as their 2nd foreign language at school. Participants who had learned French at school made markedly fewer grammar errors and slightly fewer vocabulary errors in the Spanish test than participants who had learned Latin. Knowledge of Latin is probably not an optimal preparation for modern language learning. For many centuries, Latin was the language of the church and the sciences in the Western European world. Its value as a foreign language in higher education was therefore rarely questioned. Although Latin had lost its significance as a means of international communication as early as the 17th century, it enjoyed its heyday in Western curricula in the 19th century (Pfeiffer, 1976). In the wake of industrialization, however, there was increasing pressure for the curricula to make room for mathematics, sciences, and modern languages. Nevertheless, Latin persists as a curricular option in secondary schools in many European countries, particularly those with a tracked secondary system, such as Germany. At the Gymnasium, which is the highest track of the German secondary school system, Latin has the status of a core subject on equal basis with mathematics, English, and German. Depending on their elementary school achievement, approximately 35% of students enter the Gymnasium after Grade 4 and graduate after Grade 13. A final examination at Gymnasium level (Abitur) is required for university admission. For the Abitur, a minimum exposure of 4 years to at least two foreign languages is required. The vast majority of German students start with English as their first foreign language and, depending on what their parents decide, study either French or Latin as their second foreign language from Grade 7 on. Depending on which subjects students select in the last 3 years of the Gymnasium, they study the second language until Grades 10, 11, or 13. Overall, about two thirds of the students choose French, and one third choose Latin as their second foreign language. Advocates of Latin as a school subject make three arguments (Wolff, 1975). First, Latin provides insights into the roots of Western culture. Second, broad transfer effects are assumed, because learning Latin is thought to support the development of intelligent learning and reasoning strategies. It is assumed that studying Latin will improve achievement in formal domains such as mathematics and the sciences. Third, transfer effects to language competencies are expected. Translating Latin sentences into the mother tongue requires grammar knowledge that can be helpful for language-based activities in the mother tongue as well as for foreign language acquisition. Moreover, because Latin is the origin of the Romance languages and has impacted other European languages, Latin might provide advantages for modern language learning.

Phonetic Searching vs. LVCSR: How to Find What You Really Want in Audio Archives

A new technique is presented for searching digital audio at the word/phrase level. Unlike previous methods based upon Large Vocabulary Continuous Speech Recognition (LVCSR, with inherent problems of closed vocabulary and high word error rate), phonetic searching combines high speed and accuracy, supports open vocabulary, imposes low penalty for new words, permits phonetic and inexact spelling, enables user-determined depth of search, and is amenable to parallel execution for highly scalable deployment. A detailed comparison of accuracy between phonetic searching and one popular embodiment of LVCSR is presented along with other operating characteristics of the new technique. The current implementation for Digital Media Asset Management (DMAM) is described along with suggested applications in other domains.

Error correction strategies used by learners of Japanese when revising a writing task

This article deals with error correction strategies employed by learners of Japanese when revising their written work. This study investigates: (1) the effectiveness of the coding system employed by the Victorian Certificate of Education (assessment for university entrance in Victoria, Australia); (2) types of code symbols which lead to successful self-correction; (3) strategies used for self-correction; and (4) successful as well as unsuccessful strategies employed by students. An interview, observation, and a “think-aloud” protocol were employed for the investigation. Compositions by students of lower intermediate level Japanese in a university course were corrected using the VCE coding system. An interim grade was given to the original compositions, and a final grade to the self-corrected compositions. Analysis of the data indicated 10 reasons why students failed to correct their errors, and seven reasons why they succeed. Answers to the interview questions revealed that students perceived script errors were easy to correct whereas vocabulary errors were difficult.

Toward Competent Writing in the Workplace

Findings from a comparison of undergraduate and on-the-job writers recommend some changes in traditional methods of teaching technical writing in college. Freshmen, sophomores, juniors, and “competent” writers in business and industry were given the same composing task. The writing of the employees showed telling and sometimes unexpected differences in a wide variety of areas, in length, vocabulary, organization, specificity, coherence, sentence formation, and surface error. Implied is increased attention to several general writing skills: compression of meaning, fluency of expression, efficiency in techniques of coherence, expandability of organization and syntax, and rhetorical maneuverability and adaptability.

Creative Writing as a Group Effort

Problems that students encounter writing creative essays in their native are compounded they are asked to write in a foreign language. Some students may be convinced that they have nothing to say; others may have ideas but feel at a loss about expressing them. Often students resort to writing the assignment in English and then translating it into the target language. This procedure often leads to over-use of the dictionary, major grammatical or vocabulary errors, and convoluted sentence structure. Instead of encouraging creative involvement with the language, such an exercise can be a frustrating effort for the student as well as the instructor. Thus, some teachers have come to question the value of free-writing assignments in the foreign classroom. Based on a study manipulating the quantity of writing in intermediate German courses, Troyanovich claims that writing is an inefficient and excessively tedious activity. He theorizes that when activities required for speaking and writing are sufficiently similar, we can safely assume that we teach writing adequately in the intermediate course if we continue to cultivate the audiolingual skills.' And yet, we see that students often have considerable difficulty writing even in their native language. This is a serious concern of educators which cuts across the entire curriculum. For this reason, Gaudiani claims that the skills needed for good writing are not language specific and, therefore, should not be the sole responsibility of English departments. She suggests that by incorporating more productive writing activities into the foreign classroom, we can strengthen students' writing ability and enhance the level of general literacy.2 Writing, therefore, is not a skill that we should ignore, but one which deserves our careful attention. Some of the problems associated with free and creative writing arise because students have inadequate experience with writing as a dynamic process of thinking and rethinking, experimenting and revising, no matter which they are using. By devising lively and relevant writing situations, we can help students generate the process and become conscious of its dynamics. A very effective and versatile learning strategy, which is structured to meet this objective, involves students in a group-centered writing activity based on the familiar game of linking sentences together to make a whole paragraph or story.3 Anyone who has sat with a group of people, taking turns writing one sentence after another, knows the delight and spontaneous creativity that this game can inspire. Each person composes only one sentence but that sentence serves as a vital link in the shaping of a longer work. By modifying this practice for the classroom, we can focus students' efforts on composing single, effective sentences and at the same time involve them in the dynamics of composing whole paragraphs.

Advanced Vocabulary Teaching: The Problem of Synonyms*

dents increases, so too does the number of vocabulary errors they generate, both in speaking and in writing. Some of these errors are the result of first language transfer, but the majority are interlingual, i.e., they reflect confusion between and among lexical items in the second language itself. An examination of errors made by advanced learners leads to the conclusion that the teaching of vocabulary via glosses or synonyms in the target language is a prime culprit in the production of unhappy lexical choices among advanced students. The present work explores the origins of several kinds of errors: stylistic, syntactic, collocational, and semantic. In each case, the incorrect item is seen to share some properties with the desired one(s), and we are forced to conclude that the student had made an incorrect

Shared Nomenclature: An Analysis of Students' Communicative Strategies in a Foreign Language

ABSTRACT A research project on the communicative strategies of secondary school language students indicates that even those in their second year of study are able to understand one another as they ask and answer questions in French or Spanish. Though they make errors in grammar and vocabulary, they begin at an early stage to use paraphrases and circumlocutions in the second language. Longer sequences of study clearly enable students to express themselves with ever increasing precision and depth.

Errors, Interaction, and Correction: A Study of Native-Nonnative Conversations

In an investigation of native speaker (NS)-nonnative speaker (NNS) conversations in social settings, we learn that only a small percentage (8.9%) of NNS errors were corrected by NSs. These corrections occurred in response to errors of fact, discourse, vocabulary, syntax, and omission. Since discourse and vocabulary errors were corrected more frequently than errors in syntax and omission, we recommend that the treatment of vocabulary in the ESL classroom be reexamined, and that serious consideration be given to teaching ESL students the discoursal properties of English.

French Attitudes toward Typical Speech Errors of American Speakers of French

tually, as long as they pronounce it properly. So said Henry Higgins in the musical My Fair Lady. Is it really foreign speakers' mistakes in pronunciation, rather than those in vocabulary or grammar, which annoy the French the most? purpose of the present study was to investigate precisely this problem. Many sociolinguists as well as foreign language educators have discussed the effects of speech deviancies of non-natives on native speakers and the need to investigate native speakers' comparative reactions to different types of errors in non-natives' speech.1 Valdman specifically states: The effect of errors on the communication of messages and the degree of tolerance accorded to those errors by native speakers must be considered.2 In particular, this research project sought to determine which category of errors typically made by French-speaking Americans, errors in pronunciation, vocabulary, or grammar, is the most objectionable to the French ear. project, conducted in France, involved two hundred and fifty French people who participated in interviews in which they registered their reactions to taped speech samples of Americans speaking French. findings of this study naturally suggest guidelines for the curriculum of instructional programs in French in American schools.