Word Order Errors Research Articles

The spatiotemporal dynamics of bottom-up and top-down processing during at-a-glance reading.

Like all domains of cognition, language processing is affected by top-down knowledge. Classic evidence for this is missing blatant errors in the signal. In sentence comprehension, one instance is failing to notice word order errors, such as transposed words in the middle of a sentence: you that read wrong (Mirault et al., 2018). Our brains seem to fix such errors, since they are incompatible with our grammatical knowledge. But how do our brains do this? Following behavioral work on inner transpositions, we flashed four-word sentences for 300ms using rapid parallel visual presentation (RPVP, Snell and Grainger, 2017). We compared magnetoencephalography responses to fully grammatical and reversed sentences (24 human participants: 21 female, 4 male). Left lateral language cortex robustly distinguished grammatical and reversed sentences starting at 213ms. Thus, the influence of grammatical knowledge begun rapidly after visual word form recognition (Tarkiainen et al., 1999). At the earliest stage of this neural "sentence superiority effect," inner transpositions patterned between grammatical and reversed sentences, showing evidence that the brain initially "noticed" the error. However, 100 milliseconds later, inner transpositions became indistinguishable from grammatical sentences, suggesting at this point, the brain had "fixed" the error. These results show that after a single glance at a sentence, syntax impacts our neural activity almost as quickly as higher-level object recognition is assumed to take place (Cichy et al., 2014). The earliest stage involves detailed comparisons between the bottom-up input and grammatical knowledge, while shortly afterwards, top-down knowledge can override an error in the stimulus.Significance statement Language processing, like all cognitive domains, is profoundly influenced by top-down knowledge. One type of evidence of this is oversight of errors in the signal. For example, in sentence comprehension, individuals often fail to detect word order errors, such as transposed words mid-sentence. Utilizing rapid parallel visual presentation (RPVP), we investigated this phenomenon by exposing participants to four-word sentences for 300ms. Magnetoencephalography revealed robust differentiation between grammatical and reversed sentences in left lateral language cortex starting at 213ms post-presentation. Intriguingly, initial neural responses to inner transpositions treated them as deviant, but 100ms later, neural signals grouped them with grammatical sentence, indicating rapid error correction. These findings reveal the brain's remarkable capacity to reconcile bottom-up input with linguistic knowledge almost instantaneously.

Idiosyncratic Expression: Analysis of the Junior Students’ Paragraph Writing Test

The study analyzes the errors in the idiosyncratic expressions of 2nd-semester undergraduates in the English Language Education Program at Tanjungpura University. The objectives of the study are to describe the types of errors encountered in the students’ idiosyncratic expressions. The method of research is descriptive. The research participants were the 2nd-semester undergraduate students of the English Language Education Program of Tanjungpura University. The data were collected from corpora written by the students. Idiosyncrasy occurred in the students’ text. 187 constructions, out of 244, were deemed idiosyncratic. the types of errors found in the students’ idiosyncratic expressions were verb form errors (24,60%), subject and verb agreement errors (19,25%), plurality errors (9,63%), pronoun errors (9,09%), preposition errors (9,63%), verb tense errors (8,56%), word form errors (8,56%), article errors (5,88%) and word order errors (4,81%).

The linguistic landscape of the Neryungrinsky district of the Republic of Sakha (Yakutia): an analysis of bilingual signs of educational institutions

According to Article 35 of the Law on Languages of the Republic of Sakha (Yakutia), state and municipal institutions are required to have official signs for both official languages of the Republic, Yakut and Russian, and for districts densely populated by indigenous northern minorities, for their languages, which are defined by the law as official languages. The aim of this research is to analyse the errors made in translating the official signs of educational institutions in the Neryungrinsky district of the Republic of Sakha (Yakutia). To accomplish this objective, the following tasks were carried out: 1. Collecting and sorting photographs of signs of educational institutions; 2. Analysing the source text in Russian, i.e. highlighting the order of presentation of information about the institution; 3. Analysing the translated text, i.e. evaluating the accuracy of the translation and identifying translation errors; 4. Categorising translation errors into five groups: graphic errors, spelling errors, errors in translating abbreviations, word order errors and grammatical errors; 5. Linguistic analysis of the identified errors; 6. Development of the correct version of the translation of the signs. The research uses statistical counting and comparison methods to identify the schemes of presentation of information about institutions on signboards, methods of observation and comparison of signboard texts to develop the most optimal translation option in the presence of several translation options for the same information, and methods of analysis and synthesis to describe translation errors and justify the correct translation option. Practical recommendations in the form of schemes and vocabulary developed in the course of this study are universal and can be applied to other organisations of the Republic of Sakha (Yakutia); this is the reason for the relevance of the study. The analysis outputs are applicable for training translators at M.K. Ammosov North-Eastern Federal University, citing the scientific, practical, and linguodidactic potential of this work.

How Machine Translation Helps Foreign Language Students?

Objective: The objective of this study is to examine to what extent machine translation (MT) helps Chinese students who study Spanish language. Methods: Our study employed the following methods, Chinese students participated in an experiment consisting of two main tasks. The first was a short translation test measuring whether students can translate with better accuracy, fluency and complexity if they use MT. In the second task, those students had to translate without MT. In this article, we focus primarily on the translation task. Results: All participants obtained higher scores in accuracy, fluency and complexity when using MT. Conclusion: This online tool helped students complete their translation task with better spelling, terminology, mistranslation, overly literal, style guide, ambiguous translation, part of speech, addition and typography. Unfortunately, MT did not help them to avoid unit conversion errors, word order errors, functions words errors, omission errors and punctuation errors. Identifying these types of errors can help students better recognize their mistakes while learning Spanish as a second language.

Errors in The Acquisition of Various Grammar Items by Vietnamese Students at Elementary Level

This article uses test papers from students at Ho Chi Minh University of Banking (HUB) in Vietnam as the interlanguage corpus. According to the "Chinese Proficiency Grading Standards for International Chinese Language Education" (New Standads), we find out the grammatical items in which learners make errors and count their error rates, compared with Vietnamese expressions, analyze the cause of the error. The results show that in the band 1 grammar items of the “New Standard”, the proportion of Vietnamese students' errors in the total number of grammar items is relatively low: HSK1 class students have a total of 9 errors, accounting for 18.7% of the total grammar items in the band 1. In HSK2-3 class, Except for demonstrative pronouns, the error rate of these items decreased significantly, with 3 items having zero error rates. At the same time, 2 new error items appeared with the acquisition of new grammar points in this stage. The students in HSK1 class have a high error rate mainly due to the structural auxiliary word "的", the preposition "和" and "跟", the preposition "在" and the adverbial indicating the time. The high error rate among students in HSK2-3 class is mainly reflected in the special sentence structures of "了1、了2. The types of errors are mostly out of sequence or missing components. Therefore, when training Chinese to Vietnamese students, it is necessary to strengthen their expression order of "subject- time- object- location- action", which can solve multiple word order errors. In addition, for the teaching of "tenses", it is necessary to increase the repetition rate of learning materials and repeatedly practice using context, which can greatly improve students' bias situation.

Writing Errors of Children With Developmental Language Disorder

The purpose of this study was to compare the types of morphological and syntactic errors in written simple and complex sentences produced by children with developmental language disorder (DLD) and children with typical language (TL). We analyzed the writing products of 30 children with DLD and 33 children with TL for morphological (e.g., past tense -ed and BE verbs) and syntactic (e.g., word omission and word order) errors in simple and complex sentences. We found that children with DLD produced more regular and irregular past tense errors and syntactic errors than children with TL. We also found that the number of total errors produced by children with DLD was not different in simple versus complex sentences. The findings reported can be used as a starting point for adding writing assessment to speech–language pathologists' tool kit for serving children with DLD. We recommend that clinicians begin with analysis of past tense and syntactic errors when evaluating narrative writing skills of children with DLD.

A Schema for Digitized Surface Swab Site Metadata in Open-Source DNA Sequence Databases.

Large, open-source DNA sequence databases have been generated, in part, through the collection of microbial pathogens by swabbing surfaces in built environments. Analyzing these data in aggregate through public health surveillance requires digitization of the complex, domain-specific metadata that are associated with the swab site locations. However, the swab site location information is currently collected in a single, free-text, "isolation source", field-promoting generation of poorly detailed descriptions with various word order, granularity, and linguistic errors, making automation difficult and reducing machine-actionability. We assessed 1,498 free-text swab site descriptions that were generated during routine foodborne pathogen surveillance. The lexicon of free-text metadata was evaluated to determine the informational facets and the quantity of unique terms used by data collectors. Open Biological Ontologies (OBO) Foundry libraries were used to develop hierarchical vocabularies that are connected with logical relationships to describe swab site locations. 5 informational facets that were described by 338 unique terms were identified via content analysis. Term hierarchy facets were developed, as were statements (called axioms) about how the entities within these five domains are related. The schema developed through this study has been integrated into a publicly available pathogen metadata standard, facilitating ongoing surveillance and investigations. The One Health Enteric Package was available at NCBI BioSample, beginning in 2022. The collective use of metadata standards increases the interoperability of DNA sequence databases and enables large-scale approaches to data sharing and artificial intelligence as well as big-data solutions to food safety. IMPORTANCE The regular analysis of whole-genome sequence data in collections such as NCBI's Pathogen Detection Database is used by many public health organizations to detect outbreaks of infectious disease. However, isolate metadata in these databases are often incomplete and of poor quality. These complex, raw metadata must often be reorganized and manually formatted for use in aggregate analyses. These processes are inefficient and time-consuming, increasing the interpretative labor needed by public health groups to extract actionable information. The future use of open genomic epidemiology networks will be supported through the development of an internationally applicable vocabulary system with which swab site locations can be described.

Strategies for Improving Chinese Writing Exercises of Senior Grade Students in the Primary School of the Yi Ethnic Group

There has been a strong consensus among previous researchers that first language interferes with second language acquisition. A limited number of studies have been conducted to examine this interference in writing Chinese. Chinese writing exercises for primary school students of the Yi ethnic group in rural areas tend to encourage students to incorporate their native language habits into Chinese writing practices. This enables students to apply modern Chinese word order to the Yi language paradigm. Consequently, they are prone to grammatical errors, word order errors, and collocation errors in their compositions. This study focuses on elementary school students' writing abilities in order to alleviate their fears associated with Chinese writing. It also assists them in grasping the second language writing paradigm, and enjoying writing. In addition, by analyzing the composition errors of the students in the corpus, we propose some practical recommendations from three perspectives: educators, students, and institutions. These recommendations will enhance language and writing education within ethnic communities through theoretical and practical strategies.

The Effect of Learners’ first language on their Writings in English

Writing is a complex task for learners particularly when one writes in a second language (Al Buainain, 2007). A number of studies (e.g. Hussein and Mohammed, 2010) revealed that many L2 learners are influenced by their first language when writing in English. This study aims at exploring L2 learners writing skills difficulties through analysing their errors and identifying whether their first language has a key effect in their writings in English. To achieve the aims of the study, English writing samples of 30 Libyan students from the College of Education in Benghazi were examined. After errors were collected, they were categorized according to the following classifications: mechanic, semantic, grammatical, and word order errors.

Investigating the Interlingual Errors in Students’ Essay: The Case of Error Classification

The purpose of the present study was to identify the most frequently observed interlingual errors in the corpus under the study and the possible relationship between the gender and the type of interlingual errors. The results of this study revealed that the most frequently observed interlingual errors in the corpus under the study are spelling, word order, and punctuation errors and there is significant relationship between the gender and the type of interlingual errors (L1 interference and spelling, word order, and punctuation errors) on the basis of the obtained results for EFL learners. Accordingly based on the results it can be concluded that there is a relationship between interlingual errors and gender since the findings revealed that first, female participants make more spelling, word order, and punctuation errors (65%) by overlooking the writing system rules in the target language compared to the male participants (35%). Second, the results of the study confirm that female participants make more literal translation errors (55%) by translating his first language sentence or idiomatic expression in to the target language word by word compared to the male participants (45%).

ERRORS IN WORD ORDER AND SUBJECT-VERB AGREEMENT IN THE UNDERGRADUATE THESIS ABSTRACTS

<p>The objectives of the research were formulated to find out the errors of word order and the subject-verb agreement made by the English department students at universities in Indonesia in their undergraduate thesis abstracts. The method of the research was qualitative descriptive. The source of data was 35 undergraduate thesis abstracts from 2017 to 2019 year made by the English department students at universities in Indonesia. Technique of data analysis was through collecting data, identifying of errors, classifying of errors, explaining of errors and evaluating of errors. The classification of the errors is based on Surface Taxonomy category. The research findings reveal that the most common error of word order in the surface taxonomy was omission consisting of 76 or 38% errors. Meanwhile, the most error of subject- verb agreement was omission and misformation with 21 or 48,83%.</p>

한국인의 ‘得’자 보어 구문의 오류 분석 ― HSK 동태 작문 말뭉치를 중심으로

This is a study on how Korean learners use ‘de’ complement, which is classified into ‘potential complement’, ‘degree complement’ and ‘stative complement’. Potential complement written by Korean learners include confusion with modal verbs sentences, auxiliary word errors, confusion with adverb phrases, incorrect use of complements, errors in ‘ba’ phrase, word order errors, and predicate omission or replacement errors. Degree complement written by Korean learners include incorrect use of complements, auxiliary word errors, redicate replacement errors, and confusion with adverb phrases. Stative complement written by Korean learners include auxiliary word errors, incorrect use of complements, errors in sentences with objects, errors in adverbs of degree, descriptive errors, and confusion with adverbial phrases.BR In order to reduce errors in potential complement, prior learning on resultative complement and directional complement, which are the basis for forming potential complement structure, is necessary. In order to distinguish between potential complement phrases and sentences using modal verbs, it is necessary to practice various situations with contexts such as ability, subjective or objective conditions, and permission. It is also essential to learn that potential complement is not used in ‘ba’ phrase. Since degree complement is not familiar to Korean learners, learners need to learn the detailed characteristics of each form to use what is appropriate for the context. It should also be emphasized that the words that can become term are limited, and in particular, action verb and degree complement cannot be used together. In the case of stative complement, it should be emphasized that the adverb of degree is used when adjective is used as a stative complement. In many cases, ‘de’ complement phrase and adverb phrase are easily confused. However, even if it has the same meaning in Korean, it should be taught that the sentence should be expressed differently depending on where the speaker

The Undergraduate Students’ Difficulties in Writing Thesis Proposal

The purposes of this research were to find out the students’ difficulties in developing a paragraph and to understand the students’ difficulties in implementing the writing elements in writing their undergraduate thesis proposals. This research used the descriptive qualitative method. The instrument used in this research were interviews, documentation, and Oshima & Hogue’s Paragraph Rubric. The research subject was 7 eighth-semester students of UINSI Samarinda. The data were collected from the background of the study of the student’s undergraduate thesis proposals and analyzed with the Miles and Huberman Model. The result showed that the difficulties in developing a paragraph experienced by the students were related to too specific and too general topic sentences, poor supporting sentences, the absence of concluding sentences, inconsistent topic discussion, and inharmonic sentences. At the same time, the students’ difficulties shown in implementing the writing elements were found in the organization (the failure to run the sentences smoothly), vocabulary (informal phrases, redundancy, unclear word), grammar (singular and plural error, wrong word choice errors, missing word error, article error, subject-verb agreement error, fragment error, conjunction error, wrong word form error, wrong word order error, and preposition error), and mechanics (capitalization error, punctuation error, and spelling error). The causes of these problems were the interference of students’ native language and the lack of knowledge about the rules of the development of paragraph and writing elements.

The Impact of Raising Awareness of Arabic and English Word Order Differences on Arabs’ English Use

English is a language with a rigid word order, whereas Arabic is more flexible. Canonical English word order is often a challenge for users whose first language is flexible. This study explores how Arabic learners transfer their knowledge of Arabic word order styles into the English language, and it compares Arabic learners’ use of English word order before and after raising learners’ awareness of Arabic and English word order differences. The significance of this study is manifested in its employment of both Error Analysis and Contrastive Analysis to determine priorities for efforts. The study employed an action research design to investigate the impact of adapting Galperin’s teaching model alongside explicit teaching of differences in Arabic and English word order. Four Arabic English language teachers and 142 Saudi students participated in the present study. The participating students were taking a beginning-level English course at a Saudi university. Through mixed-method approaches, the findings of the pretest and posttest showed that some learners used their knowledge and experience of Arabic standard and slang word order to compose sentences in English. This study concludes that the intervention helps Arabic learners avoid committing word order errors, as the posttest scores are better than the pretest scores at a statistically significant level.

한국 학습자의 중국어 비교문 오류 분석

This article analyzes the types and causes of comparative sentence errors in Korean learners learning Chinese. Because there are many differences in grammar and rules between Korean and Chinese comparative sentence, which are the mother tongue, repetitive and continuous expression errors occur in Korean learners learning Chinese. The types and causes were divided into four major categories and analyzed.<BR> First, it is an error in the use of degree adverbs used in comparative predicates. This error is the most widespread error for Korean learners. Second, it is an analysis of errors in the complements of comparative sentences. Third, word order errors in comparative sentences were analyzed. When negative adverbs, temporal adverbs, relative adverbs, and adjectives are used in Chinese comparative sentences, Korean learners learning Chinese are accustomed to the word order flexibility of Korean comparative sentence. Fourth, we looked at the types of errors that occur in the correspondence and connection between words used in Chinese comparative sentences and in the use of comparative sentence components.<BR> It is very important to study the grammar function and rule theory existing in Chinese comparative sentences. And it is more meaningful to apply this theoretical study to the actual Chinese learning field. Analysis of comparative sentence error expression of Korean learners learning Chinese is a combination of theory and practice that examines actual expressions based on theory.

The analysis of high school students’ errors of word order in Recount text writing

The objectives of this research are to investigate the kind of errors that students frequently made in the use of word order in recount text and investigate the reason why students make errors in the use of word order in writing recount text. This study takes a qualitative approach, with 15 high school students who lived in LKSA Budi Utomo Metro, Indonesia as the data sources. The instruments used in this research were writing test, interview guideline, and recorder to collect the data. The data results showed that 119 errors appear frequently in the writing test which then were classified into two types such as in sentence structure which there were 97 errors or 81% out of total and noun phrase were 22 errors or 18,5%. Additionally, the students’ interview response showed that first language interference and carelessness became the reasons why they made errors.

Research on Grammar Checking System Using Computer Big Data and Convolutional Neural Network Constructing Classification Model

This article proposes an automatic grammatical correction method for typos and word order errors that may occur in Chinese writing by beginners. The thesis first constructs heuristic rules and expands the corpus by analyzing the characteristics of different grammatical error types in the data set. Secondly, when the paper uses classification methods to detect grammatical errors, it extracts sentence-level binary and ternary part-of-speech combinations, n-gram models based on part-of-speech statistics and other three types of features to construct single classification and ensemble classification models, and then use convolutional neural the network constructs classification models from different angles. Finally, when the paper adopts the method based on sequence labeling for grammatical error detection, it mainly uses dependency syntax tree features, and realizes grammatical error detection by constructing a conditional random field model. This method can automatically detect grammatical errors while also identifying the sentence the location of the error. On this basis, the paper implements a simple Chinese grammatical error automatic detection system, which can provide help for the optimization of questions and answers in the question-and-answer system

Production Before Comprehension in the Emergence of Transitive Constructions in Dutch Child Language.

Although 2-year-old English- or Dutch-speaking children tend to use correct subject-object word order in their own utterances, they appear to make a substantial number of word order errors in their comprehension of other people’s utterances. This pattern of adult-like production but poor comprehension is challenging for linguistic theory. While most approaches to language acquisition explain this pattern from extra-linguistic factors such as task demands, the constraint-based approach Optimality Theory predicts this asymmetry between production and comprehension to arise as a result of the linguistic competition between constraints on word order and animacy. This study tests this prediction by investigating how children’s comprehension and production of word order in transitive constructions develop, and to what degree their comprehension and production are influenced by animacy. Two- and three-year-old Dutch speaking children (n = 32) and adult controls (n = 41) were tested on their comprehension and production of simple transitive sentences, in which the animacy of the grammatical subject and object were manipulated. Comprehension was tested in a picture selection task and a preferential looking task, and production was tested in a parallel sentence elicitation task. Children’s comprehension of transitive sentences in the picture selection task was found to be less accurate than their production of the same sentences in the sentence elicitation task. Their eye gaze in the minimally demanding preferential looking task did not reveal a more advanced understanding of these sentences. In comprehension, children’s response accuracy, and to a lesser extent their eye gaze, was influenced by the animacy of subject and object, providing evidence that their poor comprehension is due to the competition between word order and animacy, as predicted by the constraint-based approach. In contrast, animacy may have a facilitating effect on children’s production of transitive sentences. These findings suggest that the mature form and meaning of a transitive construction are not acquired together. Rather, the form-meaning pairings of transitive constructions seem to arise gradually as the by-product of acquiring the constraint ranking of the grammar. This leads to the gradual alignment of forms and meanings in child language and hence to the emergence of linguistic constructions.

A Study of English Language Syntactical Errors Committed by Pakistani Higher Secondary Science Students

This study aimed to identify syntactical errors, find out the frequency of these errors and identify the causes of these syntactical errors in the writing of intermediate science students. Data was collected in the form of 12 written samples from intermediate students from two public sector colleges. The findings revealed that the most frequently committed error was punctuation error. On the other hand, the lowest committed errors were run-on sentences, object missing, and fragments errors. It was also found that the students committed a total of 232 errors. The syntactical errors identified in the corpus were: subject-verb agreement errors, word form errors, word order errors, object missing, run-on sentences, orthographic errors, fragments, punctuation errors, article errors, preposition errors and conjunction errors. Although both interlanguage and intralanguage influences were found to be causing syntactical errors, intralanguage errors were more prevalent compared to interlanguage errors in participants' writings.

한국인 학습자의 시량보어문 어순 오류 분석

한국인 학습자의 시량보어문 어순 오류 분석