Incorrect Verb Research Articles

Analysis on the Writing Errors of Grade 6 Students: Basis for Instructional Material Development

The ability of students to express themselves through writing is not just a reflection of their linguistic prowess but also a determinant of their academic and future career success. The purpose of this study is to conduct an analysis on the writing errors of Grade 6 students of Paciencia Elementary School, Loreto, Agusan Del Sur. The findings would be used as the basis for instructional material development and to recommend emphasizing teaching integration of the identified errors. The dominant errors were related to punctuation, capitalization, and incorrect verb forms, indicating a significant need for focused instruction in these areas to improve pupils' writing proficiency. In response to these findings, the study suggests developing targeted instructional materials that include structured lessons and practice exercises focusing on the most common errors. These resources should be integrated into the curriculum. Recommendations from the study emphasize the roles of various stakeholders in improving writing skills among pupils. Teachers should implement targeted instructional materials and attend professional development workshops. The school administration should support the integration of these materials and fund workshops while regularly assessing pupils' grammar skills. Pupils should engage actively in grammar lessons and seek feedback, and parents should encourage and support their children in practicing grammar skills at home. Policymakers and curriculum developers should incorporate the study's findings into national curriculum standards and allocate resources to support these initiatives. Future research should explore additional factors affecting grammar skills and the long-term impact of targeted instruction on overall academic performance.

It takes one to know one-Machine learning for identifying OBGYN abstracts written by ChatGPT.

To use machine learning to optimize the detection of obstetrics and gynecology (OBGYN) Chat Generative Pre-trained Transformer (ChatGPT) -written abstracts of all OBGYN journals. We used Web of Science to identify all original articles published in all OBGYN journals in 2022. Seventy-five original articles were randomly selected. For each, we prompted ChatGPT to write an abstract based on the title and results of the original abstracts. Each abstract was tested by Grammarly software and reports were inserted into a database. Machine-learning modes were trained and examined on the database created. Overall, 75 abstracts from 12 different OBGYN journals were randomly selected. There were seven (58%) Q1 journals, one (8%) Q2 journal, two (17%) Q3 journals, and two (17%) Q4 journals. Use of mixed dialects of English, absence of comma-misuse, absence of incorrect verb forms, and improper formatting were important prediction variables of ChatGPT-written abstracts. The deep-learning model had the highest predictive performance of all examined models. This model achieved the following performance: accuracy 0.90, precision 0.92, recall 0.85, area under the curve 0.95. Machine-learning-based tools reach high accuracy in identifying ChatGPT-written OBGYN abstracts.

Performance of Google Translate, Microsoft Translator, and DeepL Translator: Error Analysis of Translation Result

This research simulates the use of Google Translate and Microsoft Translator in translating Indonesian into English abstract and analyzes errors of translation results in the aspect of grammar and spelling using Grammarly Premium. This research is descriptive qualitative. The result analysis shows several writing issues (errors) of translation results using Microsoft Translator (MT), Google Translate (GT), and DeepL Translator (DT) in the aspect of clarity, correctness (correction), and delivery. First, there are 26 writing issues from MT including 1) 4 clarity (4 unclear sentences), 2) 21 correctness (2 comma misuse within clauses, 4 punctuation in compound/complex sentences, 5 wrong or missing prepositions, 3 incorrect verb forms, 2 determiner use, 2 conjunction use, 2 confusing words, 1 improper formatting), 3) 1 delivery (1 incomplete sentences). Second, there are 25 writing issues from GT including 1) 6 clarity (4 unclear sentences and 2 wordy sentences), 2) 17 correctness (1 misplaced word or phrase, 1 text inconsistencies, 1 comma misuse within clauses, 4 punctuation in compound/complex sentences, 3 wrong or missing prepositions, 3 incorrect verb forms, 2 conjunction use, 1 confusing word, and 1 determiner use.). 3) 2 delivery (2 incomplete sentences). Third, there are 10 writing issues from DT including 3 comma misuse within clauses, 1 incorrect noun number, 1 faulty subject-verb agreement, 1 wrong or missing preposition, 1 improper formatting, 1 misuse of modifiers, 1 conjunction use, and 1 confused word. Online translator including MT, GT, and DT may help in translating foreign language texts, but it does not always provide accurate translations. Thus, whether consciously or unconsciously, each translation machine contains its traits, whether directly or indirectly, human participation cannot be separated from machine translation technology. However, no computer translator can provide translations with the same precision as humans. It means that they are still a machine that is not able to match human capabilities equipped with feelings and thinking processes that describe them.

Investigating The Grammatical Interference of Indonesian-Gayonese EFL Learners

This study aimed to investigate the causes of Indonesian interference in the writing of English as a Foreign Language (EFL) students and to examine the types of such interference. In order to figure out the issue of Indonesian grammatical interference, a descriptive qualitative approach was adopted by utilizing fourth-semester students of the English Department IAIN Takengon, Aceh, Indonesia, as the target population for the research. Subsequently, the data was derived from both tests and observations. Data analysis indicates that the students still experienced interference from the Indonesian grammar due to it being their first language. In this research, grammatical interference is divided into two categories: the interference of syntax and morphology. Syntactic interference comprises words, prepositions, superfluous words, and word omission. The most prevalent occurrence of syntactic interference is in the area of prepositions. Morphological interference replicated itself in determiner omission, incorrect determiner usage, subject-verb agreement discrepancies, the incorrect verb 'to be,' incorrect usage of verb tenses, and confusion regarding singularity and plurality. Though, the most prevalent type of morphological interference is the omission of a determiner. It was observed that the disparity in the structure of Indonesian and English grammar accounts for the interference. In addition, another cause was that students typically composed it first in Indonesian and translated it into English.

THE PEDAGOCIAL POTENTIAL OF POPULAR MUSIC LYRICS IN TEACHING GRAMMAR IN FOREIGN LANGUAGE CLASSROOMS: SENTENCE STRUCTURES IN ENGLISH

Popular music is an integral part of the cultural landscape of the modern world, and its influence on language and communication cannot be overstated. This paper examines the advantages of integrating popular music lyrics into foreign language classrooms, with a particular focus on sentence structures. Using a corpus of 802 songs with more than 200 million views on YouTube, the research aims to explore the accuracy of popular music lyrics with respect to different sentence structures and subject-verb agreement. The initial hypothesis suggested that popular music lyrics would predominantly contain grammatical errors, which our analysis revealed showing that 396 songs were grammatically correct (49.37%), while 406 songs contained errors (50.62%), resulting in a total of 1506 syntactic errors, 794 of them being related to sentence structure errors and 417 to the incorrect subject-verb agreement. The remaining errors (295) were related to double negatives, which we did not analyze in this paper. The most frequent sentence structure errors included the omission of auxiliary verbs (470 instances), auxiliary verbs that were used as main verbs (110), incorrect verb order (76), bare infinitives that were used as auxiliary verbs (77), and incorrect use of objective pronouns (61). The study utilized a combination of manual and descriptive analysis to investigate the potential benefits of incor- porating popular music lyrics into foreign language classrooms. The findings indicate that such integration can help students develop meta-language awareness and expose them to various language registers. Overall, the research demonstrates the pedagogical potential of popular music lyrics as a resource for foreign language instruction, particularly for teaching grammar and syntax. By using popular music lyrics in foreign language classrooms, educators can cre- ate an engaging and diverse learning environment that helps students comprehend and utilize language in various contexts, ultimately leading to more effective language learning outcomes.

Identifying Grammatical and Mechanical Errors of Students’ Writing: Using “Grammarly” as an Online Assessment

This research investigates “Grammarly” as one tool of an online assessment in identifying grammatical and mechanical errors of students in writing English. This research is descriptive qualitative research. The result analysis shows that Grammarly is used to assess the students’ writing both grammatical and mechanical (spelling, punctuation, and capitalization) errors. From Grammarly report, it represents the quality of writing. First, student A’s text score is 46 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, punctuation in compound/complex sentences, misspelled words, determiner use, incorrect verb forms, faulty subject-verb agreement, pronoun use, conjunction use, incomplete sentences also wordy sentences. Second, student B’s text score is 37 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, misspelled words, determiner use, mixed dialects of English, incorrect noun numbers, pronoun use, incorrect verb forms, and comma misuse within clauses. Grammarly is an online proofreading service that checks for students’ grammar, spelling, and punctuation errors. Grammarly automatically verifies or detects the work typed based on a variety of factors and reveals a variety of student writing errors, both in terms of grammatical and mechanical. This finding suggests that teachers/lecturers can use Grammarly as online automated software to implement corrective evaluation of the EFL or non-EFL students’ writing. They can examine and analyze students' errors in great depth without having to make a lot of corrections or improvements manually.

Unified Coded Error Correction for Grammatical and Mechanical Inaccuracies among Grade 10 Students

The research study focused on Unified Coded Error Correction for grammatical and mechanical inaccuracies among selected Grade 10 students. Specifically, it aimed to determine the most persistent error in grammar and mechanics and the level of implication of the teacher’s use of unified coded error correction to English 10 learners writing inaccuracies with respect to Familiarity of Error Codes and Flexibility in Marking. The research involved thirty (30) selected Grade 10 Students by Purposive Sampling technique. The findings of the study would have a significant impact in the decision-making of the Curriculum Planners, Teachers, Learners, Future Researchers and Writers as the results will be a basis on the use of correction codes to improve written works. The Error chart by Johanna Klassen was used for determining the frequency of persistent errors found in the essay, and one group design for the pre-test and post-test, also for the questionnaire with regards to familiarity of codes and flexibility in marking to determine its level of implication of the use of the said correction codes. The results of the study revealed that he most persistent error in mechanics is capitalization; in grammar as to noun is the use of Pronouns; in grammar as to verbs are the incorrect verb; in grammar under modifiers is the use of adjectives; in grammar under prepositions and syntax is word order; in grammar under lexical items and connectors are omission and redundancy. The null hypothesis, “There is a significant difference in the pre-test and post-test scores of Grade 10 students with the use of unified code error correction” is rejected. It means that the use of unified coded error correction to treat grammatical and mechanical accuracies has a positive effect, seeing that errors were lessened in the post test. The findings showed that the use of Unified Coded Error Correction has a significant impact on the decision-making of the curriculum planners, teachers, learners, future researchers, and writers. The results will be a basis for the use of correction codes to improve written works.

Interlanguage in recount writing text on 8th grade secondary school student

This study attempts to analyze interlanguage production made by ten eight-grade students who were enrolled in one of the secondary schools in Jakarta. Interlanguage happens when a learner talk in the target language but their linguistic framework is still the source language (any prior language they knew beforehand). It is intended to explore kinds of interlanguage that occur in their recount writing and to explain the potentials of why the errors emerge in their recount writing. The data of the study requires one recount text writing produced by the participants of this present study. This study employed a qualitative research design and it was specifically presented using a descriptive case study. Furthermore, document analysis is employed as the procedure of collecting data when analyzing the writing. The result of the study showed that based on students' recount writing, the interlanguage is detected from the way they formed passive sentences, incorrect verb agreement, unparalleled sentences, and L1 to L2 translation. In that sense, it can be concluded that interlanguage happens due to L1 tendency which still dominated the students' minds when producing the target language. Thus, the students should be assisted to practice the correct rules of English in their writing, especially in recount text to prevent any possible fossilization.

INACCURACIES IN THE WEBSITES TRANSLATION

The thesis sets out to make essence of the notion of “translator’s mistake”, as the problem of investigation of translator’s mistake remains still open. This deals not only with different views on the given mistakes, but also of great quantity of factors, which influence its decision. The paper interprets the concept of professionally oriented translation taken from websites of the Paralympic Movement and Cook County. The paper was structured as follows: first, we depicted the main problems of professional language encountered in the website context; second, we provided a categorization of mistakes together with real examples taken from translated texts in Ukrainian. On the basis of the presented classifications of mistakes and through experimental research it ascertains the typology of translator’s mistakes classifying mistakes into lexical and grammatical. Analysis of the professional language shows that translators made a great amount of mistakes that means that most of translators in the sport and policy domain are not skilled translators. Customers usually order translations to non-professionals, sometimes with a limited knowledge of the target language and no specific training in translation or domain-specific languages, who accept low fees and produce quick translations. Therefore, they do not usually produce good quality translations neither they fulfill the requirements regarding translation competences. This problem gets particular character when we talk about web site specialized translations, in which the main aim is to guarantee e.g. effective and clear communication between local people and public authorities. While making investigations it was determined that there are grammatical errors which are associated with levels of competence, as 1) The Larger Number Of First And Second Person Pronouns (10%); 2) Incorrect Verb Tense Use (17%); 3) Passive voice use (21%), 4) Incorrect Noun Pluralization/Singularization; 5) Active Participle Use (31%); 6) Predicate-Subject Mismatches (12 %) and Lexical errors, as 1) Information Distortion (15%); 2) Incorrect Abbreviation Translation (38%); 3) Inconsistency In The Terms (28%); 4) Spelling\Conceptual Mistakes (19%). Consequently, translation of sport and policy texts should be carried out by professional skilled translators, as any other specialized translation, to avoid common mistakes encountered in these kinds of texts and to guarantee successful results.

Error analysis in complex sentences written by Indonesian students from the English education department

This study was aimed to analyse errors made by learners in writing four types of complex sentences; complex sentences with adjective clauses, noun clauses, adverb clauses, and multiple-clause structures in an Essay Writing class. This study was done based on the realisation that learners’ grammatical knowledge is not always translated into accurate language production in real writing contexts and as a continuation of a previous study with the same participants which found that learners’ mastery of complex sentence structure affected their L2 writing achievements. Through document analysis of 40 essays, by these learners, using Thematic Analysis, the present study found five major themes of errors. They were lack of tense consistency, errors of omission, which included omission of verbs, omission of subjects and verbs, and omission of subjects, errors of addition, incorrect verb formations (double finite verbs), and the combination of several errors. Using Error Analysis as a framework, some possible contributing factors were further examined. Based on the findings, pedagogical implications and limitations, along with suggested directions for future research were also presented.

THE ANALYSIS OF INTERLANGUAGE PRODUCED BY 3RD GRADE HIGH SCHOOL STUDENTS IN NARRATIVE WRITING TEXT

This research is a descriptive case study concerning interlanguage in EFL students� narrative writing. The study explores the occurrence of interlanguage in students� writing, and the reason(s) why interlanguage exist in their writing. The data of the study are ten narrative texts produced by nine twelfth-year students of a senior high school in Kuningan. The study used a qualitative research design. There was one data collection procedures applied in this study, namely document analysis. The data from students� texts were analyzed on the basis of the concept of interlanguage by Selinker (1972). The results of the study revealed that from the ten texts, the interlnguage appear in forming passive sentence, choosing incorrect verb agreement, choosing wrong auxiliary, making the unparalleled sentence, and translating sentence word by word. For that reason, it is concluded that interlanguage exist due to the strong influence of native language. Therefore, it is suggested that students should be exposed to the use of appropriate English grammar in their writing.Keywords: interlanguage, narrative writing, passive sentence

Left inferior frontal gyrus mediates morphosyntax: ERP evidence from verb processing in left-hemisphere damaged patients

Neurocognitive models of language comprehension have proposed different mechanisms with different neural substrates mediating human language processing. Whether the left inferior frontal gyrus (LIFG) is engaged in morpho-syntactic information processing is currently still controversially debated. The present study addresses this issue by examining the processing of irregular verb inflection in real words (e.g., swim > swum > swam) and pseudowords (e.g., frim > frum > fram) by using event-related brain potentials (ERPs) in neurological patients with lesions in the LIFG involving Broca's area as well as healthy controls. Different ERP patterns in response to the grammatical violations were observed in both groups. Controls showed a biphasic negativity-P600 pattern in response to incorrect verb inflections whereas patients with LIFG lesions displayed a N400. For incorrect pseudoword inflections, a late positivity was found in controls, while no ERP effects were obtained in patients. These findings of different ERP patterns in the two groups strongly indicate an involvement of LIFG in morphosyntactic processing, thereby suggesting brain regions' specialization for different language functions.

Prolonged L2 immersion engenders little change in morphosyntactic processing of bilingual natives.

Bilingual and monolingual language processing differ, presumably because of constant parallel activation of both languages in bilinguals. We attempt to isolate the effects of parallel activation in a group of German first-language (L1) attriters, who have grown up as monolingual natives before emigrating to an L2 environment. We hypothesized that prolonged immersion will lead to changes in the processing of morphosyntactic violations. Two types of constructions were presented as stimuli in an event-related potential experiment: (1) verb form combinations (auxiliaries+past participles and modals+infinitives) and (2) determiner-noun combinations marked for grammatical gender. L1 attriters showed the same response to violations of gender agreement as monolingual controls (i.e. a significant P600 effect strongest over posterior electrodes). Incorrect verb form combinations also elicited a significant posterior P600 effect in both groups. In attriters, however, there was an additional posterior N400 effect for this type of violation. Such biphasic patterns have been found before in L1 and L2 speakers of English and might reflect the influence of this language. Generally, we interpret our results as evidence for the stability of the deeply entrenched L1 system, even in the face of L2 interference.

A Study of Taiwanese EFL Learners’ Syntactic Transfer in Verb Transitivity

L1 transfer is generally regarded as an important characteristic of L2 acquisition, also one of the sources of learners’ errors. One of the primary transfer between English and Chinese lies in the verb usage since verbs that are transitive in Chinese may be intransitive in English, or vice versa. In the previous studies, the investigation on the syntactic transfer in verb transitivity is only one part of the research focus and not all kinds of verb transitivity are put into analysis. The purpose of the present study is to investigate the nature of syntactic transfer in all kinds of verb transitivity from the interlanguage of Taiwanese EFL college students. The subjects were 56 juniors. The instruments included a demographic questionnaire, a translation test with prompts, and a retrospective report. The demographic questionnaire was used to understand the subjects’ personal learning background. The test measured four verb transitivities: complete verb transitivity, incomplete verb transitivity, complete verb intransitivity, and incomplete verb intransitivity. Test takers translated sentences from Chinese into English by using the prompts. When translating, they had to first mark their familiarity with the verb usage in order to explore the extent to which they employed syntactic knowledge or the guessing skills. Finally, each subject wrote a retrospective report to reflect the possible reasons why they made mistakes in the items whose translations resembled Chinese structures. The difficulty and familiarity level of each item and the percentages of using incorrect verb transitivity were calculated and analyzed. The results showed that the extent of syntactic transfer in verb transitivity is not as large as the previous studies. However, both negative and positive transfers were found in the learners’ interlanguage. It is interesting to note that for the verbs which the learners were confident with, they were not even aware that they made errors. It seems that familiarity of the meaning of certain verbs made themselves believe that they have acquired the knowledge of the usage and use of the verb transitivity. This study contributed to a growing understanding of the language transfer in verb transitivity.

Caffeine enhances real-world language processing: Evidence from a proofreading task.

Caffeine has become the most prevalently consumed psychostimulant in the world, but its influences on daily real-world functioning are relatively unknown. The present work investigated the effects of caffeine (0 mg, 100 mg, 200 mg, 400 mg) on a commonplace language task that required readers to identify and correct 4 error types in extended discourse: simple local errors (misspelling 1- to 2-syllable words), complex local errors (misspelling 3- to 5-syllable words), simple global errors (incorrect homophones), and complex global errors (incorrect subject-verb agreement and verb tense). In 2 placebo-controlled, double-blind studies using repeated-measures designs, we found higher detection and repair rates for complex global errors, asymptoting at 200 mg in low consumers (Experiment 1) and peaking at 400 mg in high consumers (Experiment 2). In both cases, covariate analyses demonstrated that arousal state mediated the relationship between caffeine consumption and the detection and repair of complex global errors. Detection and repair rates for the other 3 error types were not affected by caffeine consumption. Taken together, we demonstrate that caffeine has differential effects on error detection and repair as a function of dose and error type, and this relationship is closely tied to caffeine's effects on subjective arousal state. These results support the notion that central nervous system stimulants may enhance global processing of language-based materials and suggest that such effects may originate in caffeine-related right hemisphere brain processes. Implications for understanding the relationships between caffeine consumption and real-world cognitive functioning are discussed.

Chunk-lattices for verb reordering in Arabic–English statistical machine translation

Syntactic disfluencies in Arabic-to-English phrase-based SMT output are often due to incorrect verb reordering in Verb---Subject---Object sentences. As a solution, we propose a chunk-based reorderi...

Fossilization and Acquisition: A Study of Learner Language

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Verb morphology in Catalan and Spanish in children with Specific Language Impairment: a developmental study

In this article we examine language processing and development in Catalan or Spanish‐speaking children with SLI, focusing on the study of the verb. We analyse the key initial phase of its process of acquisition and aim to define common features of the SLI group that distinguish them from children with normal language development. We intend to identify more precisely the kind of delay shown by these children in a language with a rich verb morphology, in terms of both structure and chronology. The sample comprised 18 Catalan‐Spanish bilingual pre‐school children, assigned to three groups of six; an SLI group and two control groups, one matched for age and the other matched for MLU‐w. Developmental data were obtained by recording situations of spontaneous speech at two different time points. Certain differences were found between groups in verb production. Production of verb inflection by children with SLI was only partial at the first evaluation; they maintained the same percentage of errors after a year. The patterns of correct and incorrect verb forms found in Catalan and Spanish do not corroborate the EOI hypothesis, but they support the Surface Hypothesis, given that the number of errors is not particularly high. This suggests the presence of limitations in subjects' processing ability, linked to the typological characteristics of the specific language being learnt.

Event-related potentials to violations of inflectional verb morphology in English

Event-related brain potentials were recorded to morphologically correct and incorrect regular and irregular past tense verb forms presented in sentences and in lists. In the sentence context, all incorrect verb forms elicited a broadly distributed late posterior positivity, as well as a left anterior negativity (LAN) that was particularly pronounced for the incorrect irregulars. Using a single-word paradigm, we did not find a LAN for any of the incorrect verb forms but found an N400-like effect for all irregular verbs. In the sentence context, only the incorrect irregulars elicited a long-lasting, broadly distributed late positivity, reminiscent of the P600. For regular verbs, responses to incorrect forms produced smaller, more time restricted effects. These data show that morphological and syntactic violations produce similar patterns of brain activity, suggesting that these two systems engage cognitive processes with similar underlying neural substrates.

Mastering Verb Tenses in Literature Reviews

Deciding on which verb tense to use when writing the literature review section of a manuscript is challenging. Editors find that verb tense problems are common in literature report sections of manuscripts. Authors, reviewers, and editors need to be able to spot incorrect verb tenses in literature reviews. Try editing verb tenses in the sample enclosed in this article and compare your work with that of a nursing journal editor.