Linguistic Errors Research Articles

Linguistic Error in Writing Arabic on Students of Pondok Pesantren Al-Muhsinin Kerinci

Language competence of students when learning Arabic is very little noticed by Arabic language learners because it is very difficult for students to apply to what they learn from Arabic verbally and editorially. This study aims to describe the types of linguistic errors in Arabic writing and the reason for this error among Arabic learning in al-Muhsinin boarding schools. This study uses Henry Tarigan's qualitative error analysis method which consists of four stages: identifying errors, classification of errors, explaining errors, and evaluation of errors. This study also uses Miles and Huberman method in identifying the causes of the occurrence of error, namely: observation, interview, and documentation. The Documentation used in this studies is: student notebook in translate lessons (tarjamah) , student notebook about holiday. The results of this study cover several aspects, namely grammatical errors, mistakes in choosing the right Arabic vocabulary, and cultural errors in writing Arabic in accordance with the grammar in Arabic. Linguistic errors obtained are as follows: students' mistakes determine nakirah and ma'rifah , ifrod, tas'niah and jamak, irob, kalimat azzaidah and kalimat an-naqisah. The errors in the selection of the right Arabic vocabulary are: 1) Using the word "Takrir ad-Dars" in the sentence repeating learning, 2) Using the word "Istagraqo" in time-consuming sentences. The causes of errors in writing Arabic are: students' ability to master Arabic vocabulary is very low, lack of governance in Arabic (Nahwu and Sharaf). From some of the results presented above can be an evaluation material for Arabic learners, especially in the learning of writing skills.

Eszett (ẞ; ß)-carotene is an erroneous, non-existent false positive of beta (β)-carotene

There are several isomers of carotene, the main ones being alpha and beta carotene (i.e., α-carotene and β-carotene). The latter serves as a precursor for vitamin A, and is thus a well-studied carotenoid in health, food, and nutrition research. A German special character, the Eszett (uppercase or capital ẞ; lowercase ß), has been confused with the Greek, lowercase beta (β) in some papers in the biomedical literature, and when the lowercase Eszett is written in italics, it looks even more similar to the Greek letter beta. Curiously, this linguistic error has given rise to a “new” form of carotene, Eszett (ß)-carotene, which does not exist. A search on PubMed, Elsevier's sciencedirect.com, and Springer Nature's SpringerLink platforms reveals that there are potentially dozens, if not hundreds of cases or more of this false-positive carotene “isomer,” which was supposed to represent β-carotene, but has, through a typographic error, represented a “new” and non-existent form of carotene, ß-carotene. This clearly represents erroneous literature that needs correction.

ANALISIS KESALAHAN KEBAHASAAN PADA BUKU TEMATIK TEMA 5 PAHLAWANKU KELAS IV SEKOLAH DASAR

This study aims to describe: typographical errors found in the theme book 5 Pahlawanku grade IV elementary school, (2) capital letter errors, (3) punctuation errors, and (4) less subject sentence errors. The method used in this research was descriptive qualitative. The object of this research is the Integrated Thematic Student Book 2013 Curriculum Class IV Theme 5 My Hero. The data collection used were interview techniques, field notes, literature studies, and reading notes. The research instruments used were interview grids, data filter grids, data recording cards, and overall data on linguistic errors. The data analysis method was carried out by the agih method. The data analysis technique used was the erase, replace, and insert technique. The data analysis presentation technique used is an informal technique. From the results of the study, it is known that there are 4 types of errors, namely (1) letter writing errors, there are nine capital letter errors, (2) capital letter errors, there are seven errors, (3) punctuation errors there are fourteen errors, and (4) sentence errors. less subject there are three errors. The most linguistic errors are writing punctuation, there are fourteen errors, and the smallest error is a sentence that lacks the subject, there are three errors

College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

Determining Efficient Post-writing Activity for Error Correction: Self-editing, Peer review, or Teacher Feedback?

Writing in English has always been a formidable obstacle for learners; accordingly, many studies aimed to find not band-aid but complete solutions for learners to improve their writing proficiency. One of these solutions, largely thought to reduce language errors, is error correction. However, instructors seem to be alternating between different corrective feedbacks with the purpose of determining the most efficient one for their students. Previous research largely compared peer feedback and teacher correction and ignored self-editing. In this sense, this study investigated three error correction methods, namely self-editing, peer review, and teacher corrections. To achieve this, three student groups were created and each group, composed of 10 students, was tested with one method. Wilcoxon, Kruskal-Wallis, and Mann-Whitney U tests were employed for analyses and the results yielded significant differences in terms of all methods concerning comparisons of pre- and post-tests. On the other hand, the test to determine inter-group differences found significant results for the method of teacher correction. Furthermore, the most frequent linguistic errors in students’ writing were revealed. This research contributes to teaching pedagogy by comforting instructors regarding the efficiency of teacher correction and suggests instructors focus on particularly spelling, punctuation, and article to prompt writing development.

Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks

The present study examined students’ attention to linguistic forms during writing tasks and compared individual and collaborative writing conditions. Furthermore, the ways students in both conditions process indirect synchronous written corrective feedback (SWCF) and the ways they respond to it (i.e., uptake) were investigated. The target linguistic forms were Korean honorifics, which are closely related to Korean culture, honoring the elderly by using a different set of linguistic features. Twenty-nine learners of Korean were divided into two groups: collaborative and individual writing groups. The collaborative group completed e-mail writing tasks in pairs, whereas students in the individual group carried out the same tasks alone. During the tasks, indirect SWCF was provided on the target pragmatic features (i.e., honorifics). Think-aloud protocols and pair talk were audio-recorded. Students’ attention to linguistic forms was operationalized as the occurrence of language-related episodes (LREs), and their processing of SWCF was determined using feedback-related episodes (FREs). Uptake was identified based on students’ final writing output. The findings suggest that the collaborative group resolved linguistic errors more accurately than the individual group. In terms of the linguistic target features and uptake of SWCF, both groups demonstrated similar patterns, suggesting mediating effects of SWCF on students’ task performance.

Language representation in the Spanish, Italian and French versions of Xiaolu Guo’s A Concise Chinese-English Dictionary for Lovers: On the translation of ungrammatical idiolect and language-based jokes

AbstractXiaolu Guo’s A Concise Chinese-English Dictionary for Lovers is a novel in which language has a special protagonism. The main character, Z, is a Chinese girl who goes to London to improve her basic English. Her idiolect is thus characterised by a great quantity of linguistic errors of different types. This lack of proficiency in English makes cross-cultural communication really difficult. Therefore, language becomes in this novel not only a characterisation tool, but also an essential aspect of the plot. Moreover, it is also a paramount source of humour, since there is plenty of jokes based, for instance, on puns, many of which derive from Z’s lack of linguistic competence. The main objective of this paper is to analyse language representation in the source text as well as in the Spanish, Italian and French versions of the novel from the perspective of relevance theory. Out of the three versions, the Spanish one reflects the highest interpretive resemblance in this regard, whereas the Italian one occupies the opposite pole of the scale. With regard to the translation of wordplay, the pragmatic scenario is normally maintained in the TT, although there are statistically significant differences between the three versions and across different types of puns.

Expanding teacher candidate linguistic knowledge: Analyzing recorded virtual exchange sessions

<p>Teaching English to Speakers of Other Languages (TESOL) teacher candidates must have a working knowledge of English linguistics in order to support their students’ language development. This article reports on TESOL teacher candidates’ reflective practice to highlight how interaction with non-native speakers can develop awareness of linguistic features of the English language through virtual exchange. Sixteen teacher candidates from a university in the United States were paired with 22 undergraduate English as a Foreign Language (EFL) learners from a university in Mexico. The teacher candidates completed journal entries in which they analyzed authentic language produced by their EFL partners during their virtual meetings. Teacher candidates were taking a course that covered topics related to pragmatics, semantics, morphology, phonology and syntax. Each teacher candidate submitted a final error analysis of recorded conversations to determine how many linguistic errors were made by their partners. This study describes the errors the teacher candidates were able to identify in order to explore the benefits of this reflective activity on their understanding of linguistics. This study confirms the need to utilize virtual exchange in teacher preparation programs and subsequent self-reflection in order to give teacher candidates a way to put linguistic content area into practice.</p>

Various Corrective Feedback Types in Collaborative vs. Individual Writing Conditions

One of the important issues in EFL instruction is the idea of eliminating students’ linguistic errors through providing corrective feedback (CF). Accordingly, this study investigated the effect of various CF types (i.e., comprehensive, selective, and no feedback) on advanced EFL learners’ writing in different writing conditions (i.e., individual & collaborative). 132 EFL advanced learners aged from 14-20 were considered as the main participants. Learners were divided into 6 groups (i.e., three individual and three collaborative writing conditions). Furthermore, each writing condition included three groups with selective, comprehensive and no correction orientations. Data collection tools and procedures encompassed an institutionalized Placement Test, pre-test, and post-test. The treatment that lasted for nine sessions was followed by a post-test. Data was submitted to a series of ANOVA tests with follow up pair-wise comparisons and independent-samples t-tests. Findings indicated that: (1) CF, especially selective one, was more effective in enhancing learners’ writing accuracy, and (2) members of the collaborative writing groups outperformed those in the individual ones in terms of their writing accuracy development. The theoretical and practical implications are discussed in relation to enhancing writing accuracy of the learners.

An Analysis of the Linguistic Errors Made by Students in Saudi Arabian Schools in the Acquisition of the Auxiliary “Do”: A Comparison Between Boys’ and Girls’ Performances

Recently there has been an upsurge in research into why students of foreign languages make mistakes. There have been many reasons given including interference of the mother tongue and over-generalisation of the rules of the language being studied. This research is concerned with the reasons for mistakes but will concentrate on a particular focus, i.e. the mistakes made by English language students regarding the auxiliary verb “do”. This is seen as a particularly difficult area for many foreign students of English language as this linguistic term does not feature in many other languages and is, therefore, a problem for some language students to grasp.It is hoped that reasons for the many mistakes (i.e. omissions, incorrect verb tense, etc.) can be identified and that from this identification, methods can be found to teach this term in a way that will allow students to grasp the concept and retain it throughout their language- learning careers.This dissertation is based on an error analysis of English written performances by students in the Third Grade (equivalent to Ninth Grade elsewhere) of the Intermediate Boys and Girls’ schools in the Kingdom of Saudi Arabia. It focuses on the examination and analysis of the students’ performances in a translation test. This should reveal information about some of the students’ errors in the acquisition of the auxiliary “do”, and other factors which might affect their English language learning. Furthermore, this dissertation seeks to find out whether there are any disparities in the responses of each of the two groups to the translation test which may be attributable to gender.

Teacher Written Feedback on English as a Foreign Language Learners' Writing: Examining Native and Nonnative English-Speaking Teachers' Practices in Feedback Provision.

While previous studies have examined front-line teachers’ written feedback practices in second language (L2) writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages (L1) enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking (NES) and non-native English-speaking (NNES) (i.e., Chinese L1) teachers’ written feedback practices in the Chinese tertiary context. Our study collected 80 English as a foreign language (EFL) students’ writing samples with teacher written feedback and analyzed them from three aspects: Feedback scope, feedback focus, and feedback strategy. The findings of our study revealed that the two groups of teachers shared similar practices regarding feedback scope and feedback strategies. Both NES and NNES EFL teachers used a comprehensive approach to feedback provision, although NNES teachers provided significantly more feedback points than their NES peers and they delivered their feedback directly and indirectly. However, their practices differed greatly with regard to feedback focus. Specifically, when responding to EFL students’ writing, NES teachers showed more concern with global issues (i.e., content and organization), whereas NNES teachers paid more attention to linguistic errors. With a surge in the recruitment of expatriate NES and local NNES English teachers in China and other EFL countries, our study is expected to make a contribution to a better understanding of the two groups of EFL teachers’ pedagogical practices in written feedback provision and generate important implications for their feedback provision.

Context and Accidental Humour: The Import of the Sociolinguistic Situation in Linguistic Errors on Public Signage in Kenya

This paper analyses the distinctive context surrounding the erroneous signage in certain public notices in Kenya. More specifically, it seeks to determine how contextual cues go a long way in assisting the reader to comprehend the distinctive genre of humour under consideration in this paper. Ostensibly, the linguistic landscape of Kenya is ridden in plenteous of signage containing numerous translational errors, which eventually yield accidental humour. In order to achieve the above requires the application of the General Verbal Theory of Humour by Attardo and Raskin (1991) to context where language use is put into consideration. The data was collected from the field by photographing erroneous signage where ten public notices were aptly analysed for their specious nature, which eventually resulted into accidental humour. Specifically, their unique context was further scrutinised to identify the precise components within which the author operated and an attempt to recover the lost interpretation in order to understand the resultant humour. Data presentation involved use of tables to summarise and indicate relationship of crucial contextual components. The paper sheds light on the importance of context to understand humour, enriches translational linguistics and boosts pedagogy in relation to language performance. The study concluded that specific category of humour in the selected signage in this paper requires a complete understanding of the author’s situational background. The study recommended that the types of linguistic incongruities as well as how they are resolved to produce accidental humour would go a long way in understanding this category of humour.

Proposing the evaluation criteria for linguistic errors through surveying the Chinese-Vietnamese translation by students at the elementary level: a case study at the Faculty of Chinese Linguistics and Literature, USSH, VNUHCM

In the course of translation-related subject teaching, we have found that the translation teaching at the Faculty of Chinese Linguistics and Literature, USSH, VNUHCM has not had a consensus on the evaluation criteria for the Chinese-Vietnamese translation in accordance with the teaching environment, which makes it difficult for both teachers and learners in the teaching and learning process. Therefore, specifying the error scale is essential for the objective assessment of students' learning outcomes. With the goal of building an error scale as a basis for evaluation, the study uses the actual data on linguistic translation errors collected from learners' Chinese-Vietnamese translation practice, combined with Chinese-Vietnamese translation theories (selecting the criteria that can be applied to the teaching environment) and translation analysis methods, thereby proposing the suitable criteria for the error scale of evaluating the Chinese-Vietnamese translation at the elementary level. The research results suggest the criteria for identifying common linguistic errors in the Chinese-Vietnamese translation at the elementary level. In addition, these results will support teachers better in marking and evaluating elementary-level translation tests as well as helping learners better understand common errors in the process of learning and practicing elementary-level translation.

INTERFERENCE AS A SOURCE OF LEXICO-SEMANTIC ERRORS IN RUSSIAN TRANSLATION OF CHINESE POLITICAL TEXT (A CASE STUDY OF THE SPEECH BY XI JINPING AT THE CEREMONIAL MEETING DEDICATED TO THE CENTENARY OF THE CPC)

The paper considers the phenomenon of language interference in Russian translation of the Chinese political text, deals with linguistic errors caused by interference and reveals its mechanisms in the translation process. The research was carried out on the material of the Speech by Xi Jinping at the ceremony dedicated to the centenary of the CPC and its official Russian translation. The material analysis proves that translators, being native Chinese speakers, are inevitably affected by their native language when translating from Chinese into Russian, which mainly leads to lexico-semantic errors: 1) violation of the norms of lexical combinability; 2) distortion of the meanings of lexical units; 3) lexico-semantic redundancy and deficit. The results of the study have demonstrated that linguistic causes of interference in Russian translations of the General Secretary's Speech are connected with the differences in the systems of contacting languages, such as difference in lexico-semantic compatibility and associative fields, as well as lexico-semantic capacity in Chinese and Russian. The psychological basis of interference is the transfer of perceptual standards from the source language to the target language. The negative effect of interference on translation quality can be avoided by correct understanding of its mechanisms. In this regard, the study of lexico-semantic errors caused by interference could help reveal the mechanisms of interference in general, and minimize this problem in the process of Chinese-Russian translation.

LANGUAGE MISTAKES IN TERMINOLOGICAL STANDARDS (ON THE EXAMPLE OF DSTU 3017: 2015 «INFORMATION AND DOCUMENTATION. BASIC TYPES. TERMS AND DEFINITIONS»)

The article focuses on language norms compliance in the texts of terminological standards (on the example of DSTU 3017: 2015 «Information and documentation. Basic types. Terms and definitions»). Cases of violation of the lexical and grammatical norms of the modern Ukrainian language in the formulation of definitions of terms are analyzed. It was found that, despite the presence of clear instructions established in the national standard on compliance with the rules of the Ukrainian word usage in the formulation of definitions, in many cases the design of national terminological standards – choice of words, their change, sentence construction – does not meet the norms of Ukrainian literary language, leads to a decrease in the general culture of the publication. In the text of DSTU 3017: 2015 «Information and documentation. Edition. The main types. Terms and definitions” shows a deviation from the norms associated with the use of words that are absent in the Ukrainian language, artificial, linguistic calque of Russian words. Certain non-normative tokens fixed in the standard do not correspond to the tendency of development of the modern Ukrainian language process – conscious distance, separation from the Russian language, strengthening of positions of specific Ukrainian variants. Violation of language norms in the standard are words used without taking into account the nuances of their meaning, the rules of compatibility with other lexical language units. The analyzed standard is not without such a stylistic defect as pleonasm – semantic redundancy, which contradicts the brevity and accuracy – important communicative features of scientific and official business speech. In the formulation of explanations of certain terms, a violation of logic was revealed – a combination of words that differ in generic and specific semantics was recorded. There are linguistic errors at the grammatical level: in the text of the standard it is not always correct to choose the endings of singular forms, not in all positions the use of impersonal verb forms ending on -no, -to is motivated. Cases of non-observance of the laws of melodiousness – rules of alternation of prepositions at / in are revealed.

Reimagining the Ever-Changing Construct of Saudi Writerly Identity: A Heuristic Approach

This paper takes on a heuristic approach (Crowley & Debra, 2004) to the study of Saudi writerly identity. In this critical review paper, the author argues that little work has been carried out to study Saudi English as a second langauge (ESL) writers' identity, for most of the empirical studies approach their writing as substandard writers. Therefore, this paper adds critical insights to the exciting literature about L2 Saudi writers and invite second language (L2) researchers to deconstruct the essentialized view towards peripheral writers. The paper also was guided by the question: how are ESL Saudi writers perceived in the Western educational system? Throughout the paper, the researcher problematizes that most studies about L2 Saudi writers are rife with references to phenomena in these student writings as negative transfers and linguistic errors. Other empirical studies were blinded from Saudi L2 discourse by the minutia of mechanism and look at students' writings as illegitimate. However, studies like Canagarajah’s (2013) and Saba’s (2013) can forward the conversation into a deeper understanding of these students’ writing identities and how they perceive themselves as writers and knowledge constructors. The article briefly explores the current definition of identity and how it is related to second language writing, followed by an explanation of Ivanic’s framework of writer identity. Then, the paper reviews previous research on how ESL Arab students negotiate and construct their written identities in Western educational settings. Finally, the author proposes directions for future empirical research and promising windows for studying the identity of Saudi ESL writers.

Fautes de grammaire ou grammaire des fautes ? Or: Should Hebrew Speakers Be Afraid of Linguists?

This paper tries to reevaluate the notion of linguistic error in the light of modern research on standard language, linguistic variation and the history of contemporary Hebrew since its emergence as a vernacular at the end of the 19th century and the beginning of the 20th century. We ask why Israelis perceive their Hebrew speech as faulty or bad and whether this perception is appropriate. We then discuss linguistic variation—synchronic and diachronic—and how acknowledging it as an inherent characteristic of language should affect our view of language and language education. Finally, we try to see how we can overcome preconceptions and do research not only on written Hebrew but also on its spoken varieties, so that they receive their proper place in our life and culture.

The connection of neologisms and intentional linguistic errors with anti-authoritarian disposition and claim of less oppressive texts

The connection of neologisms and intentional linguistic errors with anti-authoritarian disposition and claim of less oppressive texts

A new approach to the enigmatic language of Kurbskij and its seeming “anomalies”

In 2018, the author published a two-volume monograph in German entitled “Eine Syntax des ‘Novyj Margarit’ des A.M.Kurbskij. Philologisch-dependenzgrammatische Analysen zu einem kirchenslavischen Übersetzungskorpus” (“A Syntax of A.M.Kurbskij’s ‘Novyj Margarit’. A Philological and Dependency-grammatical Study of a Corpus of Church Slavonic Translations”). This article presents some results of the study in Russian and extends and complements the analysis begun in the monograph. The article focuses on the remarkable use of deverbal formations with the suffixes *-m- and *-n- having the meaning of passive necessity such as in до просвещаемы(х)/ad illuminandos ‘to those who have to be enlightened’. It is shown that the phenomenon in question, which can be observed in the Church Slavonic texts by Prince Andrei Kurbskij (1528–1583), should not be considered to be linguistically erroneous, as in the past. The fact that the use of the two formations mentioned is repeated in the same text and that examples of this phenomenon occur in different works by different authors suggests that it reflects a usage with a certain tradition. Consequently, the necessitative use of the deverbal suffixations has to be regarded as correct. In addition, a more systematic analysis makes it possible to show that a considerable number of other linguistic “anomalies” in Kurbskij’s works do not actually represent “anomalies”, or at least they are not linguistic errors of Kurbskij’s.

How The Forms of Fatal Linguistic Errors in A Job Application Letter?

Job application letters are included in the class of official letters so that there are certain aspects that must be considered in their administration. One of these aspects is the language aspect. This study aims to describe the forms of language, such as: spelling, diction, and sentences used in job application letters at the Special Job Exchange for the Presidential Vocational School of Cirebon City and Indomaret, Kejuden Village, Cirebon Regency. This research is a qualitative research. Techniques and data instruments used in this study were documentation techniques and data cards. In addition, the observation technique with the advanced note-taking technique was used to study the data in this study. The data analysis technique used the miles model and Huberman. Based on the results of the analysis, it can be concluded that there are 223 language errors used in job application letters, with details: 161 spelling errors, 19 diction errors, and 43 errors.