Language Mistakes Research Articles

ANALISIS KESALAHAN BERBAHASA DALAM BIOGRAFI PRAMOEDYA ANANTA TOER KARYA MUHAMMAD RIFAI

Language error analysis is a method used in language learning, which aims to find out language mistakes made by students. This study aims to determine the language errors contained in the biography of Pramoedya Ananta Toer written by Muhammad Rifai. Using qualitative methods by reading and examining Pramoedya Ananta Toer's biography to find out the errors contained in the biography, the technique used for data collection is literature review by carefully reading Pramoedya Ananta Toer's biography to find out what errors are found in the biography. While the data analysis technique is to classify the errors found and then analyzed in accordance with these errors. From the biography there are errors in (1) phonology (there are 1 errors in phoneme change and there are 2 errors in phoneme removal), (2) morphology (sound errors that should be melted, but there are no errors and 1 error is used), (3) syntax (phrase field errors there are 2 errors, redundant word errors there are 2 errors and errors in the sentence field there are 6 errors), preposition errors there are 1 errors), (4) semantics (errors in the choice of words there are 4 errors), and language errors in the application of spelling (punctuation errors there are 2 errors. So the number of errors found is 22 errors.

ANALISIS KESALAHAN BERBAHASA PADA SOAL UJIAN PELAJARAN BAHASA INDONESIA DI SMA

<em>This research aims to describe and explain: (1) the kinds of mistakes-speaking on the matter, (2) the cause of the error on the question of language, (3) communication effects caused due to an error on a question of language Final Assessment subjects Indonesian Language grade XI public senior high school in Sukoharjo Area school, (4) understanding teacher against the rule drafting problem , and (5) precision drafting problem Final Assessment subjects Indonesian Language grade XI public senior high school in Sukoharjo based on rules of preparation of a matter. This type of research is qualitative research. Qualitative research this time is both a content analysis (content analysis) with the main data source about the Final Assessment of the Odd Semester subjects Indonesian Language grade XI public senior high school in Sukoharjo . The technique of sampling with purposive sampling and snowball sampling. This research uses data sources triangulation and triangulation method as a test of the validity of the data. The results of the analysis of the findings can be explained as follows. First, errors in language reserved assessment of the end of the Semester in the form of spelling errors, Word, and sentence. Second, language mistakes caused by internal factors and external factors. Internal factors in the form of less understand linguistic rules, the lack of rigour in drawing up the question, a habit of relying on a team of editing, and the wrong habits. While external factors in the form of the mistakes of other languages, is vulnerable for a short time, and there is no evaluation. Third, the effect of communication language errors are significant because the learners feel difficulty in understanding the intent of the question. Fourth, teachers less understand rule drafting reserved either in theory or practice. Fifth, the question of the drafting of the Rules contained in the matter of the assessment of the finalsemester subjects Indonesian Language grade XI public senior high school in Sukoharjo is not fully using the rules of preparation of the matter that is being applies both from the aspect of material and construction aspects.</em>

On correction and improvement of professional Ukrainian language of the teachers

The article addresses the need for special efforts to resolve the issue of correction of teachers' professional Ukrainian language in the bilingual and Russian-speaking regions of Ukraine. The article also provides the materials to prevent and overcome the widespread language mistakes of the teachers.
 The most widespread phonetic and orthoepic mistakes in the professional speech of a teacher are considered, namely: incorrect pronunciation of words, incorrect pronunciation of certain Ukrainian sounds and sound combinations, stunning of the consonants in the absolute end of the word and in the middle of the word before the deaf, etc. in Ukrainian words.
 The causes and types of lexical mistakes in teacher's speech are illustrated. There is a large number of dangerous phrases from the point of view of teachers and students observing the correct language.
 The most common grammatical mistakes are emphasized, namely: absence of an exclamation mark for the students' names when addressing them, incorrect spelling of Ukrainian masculine surnames, inattention to differences in management of word combinations etc.
 The teacher must have a good command of the scientific terms of those subjects, which he teaches the basics, as well as the peculiarities of Ukrainian scientific style constructions. The article describes the numerous Ukrainian designs of the scientific style, which are used daily by the teacher in his professional speech and in which mistakes are often made.
 The article concludes the importance of optimizing the teaching of professional speech to students-future teachers, as well as the need to organize work on the correction of speech in special training courses and advanced training of current teachers. The materials offered in the article can be used (with some correction) in the system of speech training of teachers-teachers of different specialties at all faculties of pedagogical colleges.

Valodas kļūdas svešvalodu apguves procesā: studentu pieredzes atspoguļojums

Simultaneous learning, usage, convergence, and overlapping of a foreign language is a contemporary feature. In this process, anyone can be a language teacher and everything can serve as a teaching aid. It is not about acquiring a foreign language, but about acquiring it through any appropriate situation and material. People’s attitudes towards foreign language errors and their understanding of what it means to know a foreign language are changing categories that are currently affected by the increasingly widespread idea of plurilingualism. The aim of the research is to find out students’ linguistic attitude towards mistakes in the process of foreign language acquisition and language usage in practice. There are two types of errors in language acquisition: 1) accidental errors due to the influence of an interlanguage, which are fully within the competence of the learner at the time but this competence does not meet the standards of the target language yet; 2) performance errors when the language user is unable to exercise his/her competence adequately (EKPVA 2006, 136). These two types are not separated in Latvian linguodidactics, and there is just one term linguistic error. On the other hand, the English scientific literature distinguishes between error for random error and mistake for performance error. The research was carried out in 2018 and 2019 by interviewing 253 students of different nationalities and specialties from Liepaja, Ventspils and Riga. The survey (which went beyond the scope of this article) dealt with a number of questions regarding the language errors in the process of a foreign language acquisition and usage. - Have you asked a teacher or someone whose mother tongue is the language you are learning to correct your mistake when noticed? More than 76 % of respondents gave an affirmative answer to this question. - Should the teacher correct the mistakes of the learner in the language acquisition process? Almost 97 % of the responses to this question were positive. - Which correction of a mistake (teacher instruction, group mates’ reprimand, individual reprimand in real communication) is better remembered? More than 68 % of respondents believe that individual criticism in the real communication process is remembered better, only slightly more than a third of the respondents consider teacher’s instruction as more durable in the learning process. - Which mistakes (pronunciation, vocabulary, or grammar) do you think cause more confusion when communicating in a foreign language? 41 % of respondents believe that the most misunderstanding in communication is due to ignorance of vocabulary. Pronunciation errors and grammatical inaccuracies are considered less significant. Respondents answered this question mainly by combining answers. - Do you think that errors in the usage of a foreign language can disappear by themselves as knowledge and language usage practice increase? More than 82 % of the responses were positive. - How do you feel when a language teacher or some other foreign language person corrects what you have said or read aloud? The responses show that the majority of respondents perceive reprimand as normal and consider it a natural part of the language acquisition process. Only some respondents think that it is wrong to correct language mistakes. The study shows that students’ linguistic attitudes towards language errors are generally neutral and positive. The combination of answers and the comments made by the respondents have proved to be informative valuable, showing not only their personal experience but also the actual picture of foreign language acquisition: real language usage is the way to qualitative language acquisition.

Aspects if teaching practical english to the beginner and intermediate laval studants

Our article is about how english language can be learned at classrooms on the bases of new pedagogical technologies with having taking into consideration the national aspect, i.e. influencing local Uzbek language and typical mistakes and difficulties in learning english by Uzbek speaking students. English lexicology concerned only with vocabulary, translations and dictionaries exist and functions at the present time and major concern are, therefore with the treatment of the problems inherent in course of lexicology from the synchronic angle. Quite an important factor in education towards, cooperation is the teacher's attitude. If she favors a cooperative style of teaching generally and does not shy away from the greater, workload connected with group work or projects, then the conditions for learning to cooperate are good. The atmosphere within a class or group can largely be determined by the teacher, who - quite often without being aware of it - sets the tone by choosing certain types of exercises and topics.

THE NECESSITY OF IMPROVING CULTURAL AWARENESS OF EFL LEARNERS IN STMIK HANDAYANI MAKASSAR

This paper mainly discusses the relationship between language and culture. Language and culture are closely related. If one does not understand the cultural backgrounds, he or she cannot learn the target language really well because any language is an integral part of its culture. Moreover, misunderstanding between the speaker whose first language is English and the speaker whose first language is not English occur between them. The writer believes that there is still an important cultural element missing from foreign language education in Indonesian EFL classes in such as in STMIK Handayani Makassar. Therefore, English learning in STMIK Handayani Makassar should not only to learn the language, but also to learn its culture. To improve students’ sensitivity for cultural difference between the West and the East and to raise their cultural awareness, English teachers at schools are required not only to teach language but also to impart cultural background knowledge and further to deal with the relationship between language and culture well. This article starts with the necessity of teaching cultural awareness in English teaching at schools, and then this paper discusses some common cultural language mistakes by English Foreign Language learners in STMIK Handayani Makassar.

Lecturers’ language problems in writing english papers for international publications

Indonesian lecturers are now encouraged to publish papers in international journals so that they can better disseminate research findings and innovations globally. However, many of them have the problems with English language mastery. This study was aimed at identifying and analyzing language problems of the Indonesian university lecturers in writing English academic papers for international publications. The subjects of the study were 66 randomly selected lecturers of various disciplines other than English Education and English Literature. The data were collected by questionnaire and English writing tasks on phrases, sentences, and paragraphs which were then analyzed descriptively. The results show that language errors and mistakes in grammar, syntax, vocabulary, spelling and word forms were all found in the subjects’ writings. In writing academic papers for international publications, university lecturers faced language problems as constructing phrases and sentences, choosing and using appropriate vocabulary and terms relevant to their topic of study as well as translating their Indonesian sentences into English.

An Underestimated Tool: Body Language in Classroom during Teaching and Learning

For many people who work as presenters, lecturers, or public speakers, they use many tools to deliver their messages besides verbal language. Body Language is the nonverbal aspect of any face-to-face communication, and it is an effective way to establish an authentic relationship between the addresser and the addressee. We learn body language from our childhood just like learning spoken language, without realizing that we do. The difference is that while our linguistic mistakes are corrected, our body language mistakes can be missed or misinterpreted, so we grow up communicating not in the way we should. This paper will tackle types of body language and deal with some differences that are encountered in different cultures in terms of using body movements that accompany speech. The paper will be devoted to exploring how to read basic body language, and as an example, reading body language in terms of gender differences will be discussed. It will also provide information about the teacher's nonverbal behavior, and finally will deal briefly with the student's body language and how it is recognized by the teacher.

Identyfikacja i klasyfikacja błędów językowych na lektoracie języka niemieckiego

Knowledge of foreign languages constitutes one of the key competencies amongst graduates of the Bachelor of Economics. In the era of globalisation, the importance of a high level of proficiency in foreign languages has become self-evident. The empirical part of this article is devoted to the analysis of the most common language mistakes committed by first-year students of the B1 group of Marketing and Management at the University of Economics in Krakow. A portion of the final exams submitted by a group of 13 students has been analyzed. The study focuses on the identification and classification of errors and presents the frequency distribution, as percentages, of errors in individual categories. The author's intention is not to indicate the causes of errors and their assessment, but to present the problems faced by students of the Bachelor of Economics, who learn ‘business language’, which a specialism within the German language studies. The results of the study might act as a starting point for the development of appropriate educational materials to support the process of teaching a wide variety of German language courses.

Drawbacks of the academic style in students’ works

[only abstract and keywords in English; full article, abstract and keywords in Lithuanian]
 The academic writing style tends to have quite clearly described requirements. University students use academic writing when doing course papers and theses. The goal of this article is to analyze the drawbacks of the academic style in examples of students’ works, identify the ways in which they are inappropriate and to suggest options for correcting the drawbacks. When reading the course papers and final theses, one can notice that students do not follow the foundational requirements of academic writing – such as clarity, accuracy, conciseness and the logical approach. Instead, they tend to use lexical ambiguity when forming syntax constructions, confuse the coherent reason-consequence relationship, tend to extensively use language that is not very informative or start a sentence focused on one idea and complete it by empasizing a different one. Language mistakes and typographical errors are also noticeable.

Online Open-Source Writing Aid as a Pedagogical Tool

The present research offers an assessment of the online open source tools used in the L2 academic writing, teaching, and learning environment. As fairly little research has been conducted on how to best use online automated proofreaders for educational purposes, the objective of this study is to examine the potential of such online tools. Unlike most studies focusing on Automated Writing Evaluation (AWE), this research concentrates only on the online, open-source writing aide, grammar, spelling and writing style improvement tools available either for free or as paid versions. The accessibility and ability to check language mistakes in academic writings such as college-level essays in real time motivates both, teachers and students. The findings of this empirical-based study indicate that despite some bias, computerized feedback facilitates language learning, assists in improving the quality of writing, and increases student confidence and motivation. The current study can help with the understanding of students’ needs in writing, as well as in their perception of automated feedback.

Scientific writing for the biomedical sciences

Scientific writing is an essential part of a research scientist’s career and is usually the end process of many years’ hard bench work generating the data for publication. Clear communication of your research findings, the aims and potential importance of your work are the foundation of all good scientific manuscripts. Writing a scientific manuscript in English, especially if English is not your first language, can make an already challenging task even more difficult. The purpose of this article is to assist authors in the preparation of manuscripts intended for submission to peerreviewed journals. The article mainly focusses on the biomedical sciences, but researchers of other scientific disciplines can also benefit from the content. We provide useful advice on all the main subsections of a standard research manuscript, from selecting an appropriate title, through to preparing a properly organized discussion. Advice on how each section should be arranged as well as points to be avoided can be found in the guide. As a general guide the most important point of a manuscript is that the research findings contained are presented clearly and accurately without excessive repetition or embellishment. Finally, this article closes with a section which contains language mistakes which are frequently made by authors whose first language is not English.

Bahasa Positif Guru Dalam Bimbingan dan Konseling Membentuk Karakter Positif Anak Usia Dini

The child is a master imitator. He will imitate whatever he sees and hears. The attitude of a child's language is strongly influenced by the people around him, if a child is accustomed to listen to language and good attitude, then the children will also follow the language and be nice too, otherwise if the language and attitude of the adult bad or not good, then the child will also follow it. The teacher's job is to provide counseling and guidance services, aiming to help the child know his or her shortcomings and strengths, helping the child to think positively in all situations, and helping the child feel comfortable in the school and environment. Language as a communication tool. Has an important role for everyone, especially in interacting? Language has an important role in the counseling process. Language mistakes in counseling should be avoided as much as possible. Selection of appropriate language as a successful effort of guidance and counseling service since early. Keywords: Positive Language, Teacher, Guidance and Counseling, Positive Character, Early Childhood

The Implementation of Takhalli Value in Arabic Grammar according to Al-Qushayri in Na?w al-Qulub al-Kabir

One of the ways to achieve the purification of the soul of a salik in his spiritual journey is through the process of takhalli. The discussion about the process is usually described in Sufism and is rarely discussed in detail in other Islamic disciplines such as Jurisprudence, Tawhid and Arabic. However, given the importance of cross-disciplinary knowledge of Islam, a famous Sufi in the 5th century of Hijra named Abd al-Karim bin Hawazin al-Qushayri produced his work in Arabic grammar which was tailored according to Sufism approaches by applying spiritual values in this discipline. Hence, this study focused on investigating his discussion on the concept of takhall? and its application in several Arabic grammatical topics found in the book Na?w al-Qul?b al-Kab?r. Text content analysis was utilised to obtain necessary data. The study found that the first stage that every s?lik must follow in their spiritual journey is the process of the removal of sins and the abominable traits which become the barrier of receiving the mercy and affection of Allah Ta'ala. Al-Qushayri was seen as a pioneer who successfully applied the values of Sufism in the discussion of the Arabic grammar which is usually discussed solely in linguistic terms. The study concludes that the approach introduced by al-Qushayri should serve as a basis and guidance in applying spiritual values, especially in Arabic grammar subjects at every level of study to make the learning of grammatical knowledge more integrated as not merely correcting verbal language mistakes, however to keep the heart from elements that can tarnish its purity.

СПОСОБИ ДЕТЕКЦІЇ БРЕХНІ У СТУДЕНТІВ З РІЗНИМ РІВНЕМ ЕМОЦІЙНОГО ІНТЕЛЕКТУ

В статті висвітлена актуальна для практичної психології проблема детекції брехні, проаналізовані основні способи її детекції, а також здійснений порівняльний аналіз об’єктивного рівня ефективності детекції з суб’єктивним уявленням про власну успішність її виявлення. Було експериментально перевірене припущення про те, що якість детекції брехні залежить від рівня емоційного інтелекту особистості, а також здійснений якісний аналіз засобів детекції, які використовують особи з різним рівнем емоційного інтелекту, а також здійснений порівняльний аналіз цих способів.

The role of the cerebellum in the regulation of language functions.

The present paper is a review of studies on the role of the cerebellum in the regulation of language functions. This brain structure until recently associated chiefly with motor skills, visual-motor coordination and balance, proves to be significant also for cognitive functioning. With regard to language functions, studies show that the cerebellum determines verbal fluency (both semantic and formal) expressive and receptive grammar processing, the ability to identify and correct language mistakes, and writing skills. Cerebellar damage is a possible cause of aphasia or the cerebellar mutism syndrome (CMS). Decreased cerebellocortical connectivity as well as anomalies in the structure of the cerebellum are emphasized in numerous developmental dyslexia theories. The cerebellum is characterized by linguistic lateralization. From the neuroanatomical perspective, its right hemisphere and dentate nucleus, having multiple cerebellocortical connections with the cerebral cortical language areas, are particularly important for language functions. Usually, language deficits developed as a result of a cerebellar damage have subclinical intensity and require applying sensitive neuropsychological diagnostic tools designed to assess higher verbal functions.

Blunder, Error, Mistake, Pitfall: Trawling the OED with the Help of the Historical Thesaurus

The paper considers the lexis of error and examines its use across time in relation to the writing and spelling of English, to grammar and pronunciation. Discussion focuses first on the earliest records of notions of correctness in English language usage, from AElfric forwards to the emergence of standard English, from the sixteenth century’s growing worries about copiousness and purity of diction to eighteenth-century concerns to prescribe and rule the language. The historical overview is complemented by consideration of the data drawn together by the Glasgow Historical Thesaurus project, its evidence taken from the Oxford English Dictionary and the Dictionary of Old English Corpus. For earlier centuries, there are by far fewer relevant citations, often buried within words wide in reference. With the help of the Historical Thesaurus we drill down to view how views of language mistakes and errors have changed over the centuries of the recorded history of English.

Refusal Strategies Among Omani EFL Students

The main objective of this study was to investigate the refusal speech act among Omani EFL college students. It examined how they refused in various situations and whether their responses were appropriate in terms of culture and accurate in terms of language. Forty-one English as foreign language (EFL) learners completed a Discourse Completion Test (DCT) consisting of 12 scenarios by supplying written refusals to three requests, three suggestions, three invitations, and three offers. Students’ responses were rated by two professors: one a native English speaker and the other not. A convenient sampling procedure was employed. The findings indicated that students’ responses were largely inappropriate and inaccurate. Further examination showed that they were heavily influenced by the students’ culture, many being mere translations of refusal responses in Omani Arabic. Others were inappropriate because they were too direct, due to students’ lack of knowledge of the role of social status when issuing refusals to a person of high status. Language mistakes were mainly in the sentence structure, which affected the meaning clarity. Findings suggest that, to help students become better communicators in English, it is important to teach them directly the most common speech acts, especially those they might frequently use in their everyday conversations with professors and classmates.

TINJAUAN FILSAFAT KESEMESTAAN BAHASA TERHADAP ANALISIS KONTRASTIF DAN PENERAPANNYA DALAM PEMBELAJARAN BAHASA ARAB

Every language has its own structure and feature. Structure has language patterns that form their own feature and uniqueness. Language universality theory sees that all languages in this world have their own uniqueness as well as similar feature or characteristic for all languages. The different and similar character is studied by contrastive analysis so that students’ language mistakes can be predicted. In turn, the mistakes that caused by mother tongue usage influence can be fixed. The analysis result is used to accomplished students language skill. Furthermore, the aim is to help students to realize language mistakes so that students can master their learned language in shorter time. The contrastive analysis focuses on surface language such as phonology, morphology, and syntax because language is easily compared in this area. By mastering this knowledge, teacher will hold learning that emphasizes on differences between those two languages rather than the similarities.

Developing the PR Students’ Written Communication Skills

Communication intertwingles two distinct, but interrelated areas: language, on the one hand, and the system based on rules, beliefs and socio-cultural practices, on the other. The breakthrough of the new communication technologies in our daily lives has lead to new social practices and to less accurate messages in terms of the displayed linguistic and discoursal features. Spelling and punctuation mistakes, vocabulary and language mistakes, discoursal mistakes have been noticed in the messages transmitted by the nowadays teenagers who are ardent users of various social networks. This is the very reason for which the PR students need to develop written communication skills. In order to fulfill this purpose, we have conceived a written communication guide made up of three chapters. One of the chapters deals mainly with spelling and punctuation rules, the other two focus on the interrelationship between language and social norms. The guide abounds in examples of faulty communication to be discussed and analysed, and in exercises dealing with the message construction, placement, customization, etc.