Linguistic Errors Research Articles

An Assessment Of Translating Abstracts In Administrative And Economic Researches

This research deals with the problems of translating a number of administrative and economic abstracts taken from the conference of the collage of Administration and Economics that was held in the college. The use of an nonequivalent vocabulary in the translation of these texts and their impact on the intended meaning (translated text). Where the hypothesis is that there is no equivalent in the use of scientific terms (administrative and economic). And there are problems on the semantic and syntactic levels in the translation and transfer of scientific terms at the level of the word and sentence. The research aims to show these linguistic errors at the semantic and syntactic levels of word and sentence in the translation of these abstracts from Arabic to Englishnd recognize these errors. The researcher's assessment of the translation of these abstracts is based on House's model of translation quality assessment according to the type of data chosen (the technical and scientific terms) which depends on the notion of "equivalence", the equivalence relation equals the relation between the original text (ST) and its translation. The analysis of this research also refers to what information is being conveyed and what the relationship is between sender And and receiver. The research concludes that most of thesetranslations were inappropriate and did not match the original text. There is no equivalence in word level and sentence level.Scientific and technical terms (administrative and economic) have been translated literally. A situation that affects the general meaning of these abstracts and gives them a different and literal meaning of the word in the sentence or text used. Hence there is a loss of meaning of these abstracts.

A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality

The impetus for the present study came from Ferris’ (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a second language (ESL), with a focus on their global linguistic errors (sentence and word); the study also examined how this improvement contributed to the students’ writing quality, defined in terms of clarity of expression and text comprehensibility. Data was collected from 78 intermediate French ESL learners randomly assigned to four different treatment groups: two groups received focused WCF and two groups comprehensive WCF; one of the focused and one of the comprehensive groups were required to revise their writing and the other two groups did no revision after WCF. A comparison was made between the error means of the four groups on three out of seven essays they wrote during a 15-week writing course: week one (T1), week eight (T2) and week 14 (T3). The results revealed that the focused groups were more successful than the comprehensive ones in reducing their words errors at T2; no significant effect was observed for revision. Also, the focused-revision group outperformed the other groups at both T2 and T3 in reducing their sentence errors. The comprehensive-revision, however, group was more successful than the other groups in improving their overall written accuracy. The results also showed that the focused-revision group made more improvement than the other three groups in their writing quality at T3.

L1 Versus L2 Use in Pre-Task Planning of Novice L2 Learners’ Written Tasks

The purpose of this study is to investigate how the use of L1 versus L2 during pre-task planning affects novice L2 learners’ written performance. The study’s rationale is based on the following: 1) novice L2 learners’ planning behavior, including language choice (L1 versus L2), has rarely been examined in planning studies and 2) repeated and redundant measures for complexity, accuracy, and fluency (CAF) combined with a lack of qualitative data on the relationship between planning and writing have not clearly shown what L2 writers actually do during planning. A total of 42 undergraduates were divided into two groups: Korean pre-task planning (KPP) and English pre-task planning (EPP). Each composed two narrative writings for a detailed selection for novice level of English proficiency and main task with L1 or L2 planning conditions. Twelve measures of CAF were assessed to compare two groups’ written performance, and qualitative data by four coding themes (new ideas, content ideas, linguistic errors, and L1 transfer) were supplemented. Findings demonstrated that the KPP group significantly improved phrasal syntactic complexity (MLC) compared to the EPP group, whereas the EPP group significantly increased overall accuracy (EFC/C) and specific accuracy (E3/T) compared to the KPP group. There was no significant difference in speed and repair fluency between the two groups. Additionally, the KPP group generated more new ideas during pre-task planning and applied them to writing, while L1 transfer may be one of reasons for deteriorating accuracy. The EPP group’s incorrect lexical use in planning seemed to be a predictive indicator for subsequent errors in writing. Experimental and pedagogical implications will be suggested.

Ukr.net Portal News through the Prism of Sociolinguistics and Ethnocultural Processes of Modern Ukraine

The author has examined news reports of the Ukr.net web portal which appeared during one day, on February 16, 2019, in the context of sociolinguistics and ethnocultural processes of modern Ukraine. First of all, the language of each headline is determined; the absolute number and proportion of messages in Ukrainian and Russian per day are calculated, as well as among those of all thematic sections. The number of posts provided on the portal page in Russian with the correspondence in Ukrainian on the primary source page is researched. The hypothetical share of messages in Ukrainian is calculated, provided that the editorial board of the portal gives the name of all primary messages in two languages: Ukrainian and Russian. Linguistic errors have been identified and systematized, including those caused by the influence of the Russian language, which has been dominant until recent times in the education and information space of Ukraine. Ukr.net is one of the most popular web portals in Ukraine in terms of attendance, and plays an important role in shaping news in the Ukrainian-language environment. Every day the portal editors provide thousands of messages. Posts in the Ukrainian language in different thematic sections had a share from 21% (among all “Auto” news) to 66% (among all main news). About 62% of all headlines per day were in Russian. However, most of the news in Russian had a matching version in Ukrainian and could be found on the portal page in this language. Today we observe the improvement of legislative conditions for overcoming the consequences of a long-term systematic Russification of the Ukrainian population. Conforming to the Law of Ukraine “On Ensuring the Functioning of the Ukrainian Language as a State Language”, websites must have basic versions in Ukrainian.

EFL learners’ corrective feedback decision-making in task-based peer interaction

This laboratory-based research investigated how 40 university EFL learners responded to their peers’ linguistic errors and made their moment-to-moment decisions of whether or not to provide corrective feedback (CF) to their peers’ errors in task-based peer interaction. Data from the transcripts of videotaped pair interaction and audio-taped stimulated recall interviews were utilized and analysed to report the findings. Results showed that learners did not provide CF to their partners frequently and of the three CF strategies, they favoured recast over prompts and explicit correction. Furthermore, more morphosyntactic errors than lexical and phonological errors were provided CF. More importantly, results revealed that learners’ CF decision-making was mediated by six categories of factors: provider-related factors (e.g. providers’ lack of knowledge), receiver-related factors (e.g. receivers’ showing signs of seeking help), task-related factors (e.g. the time of story happening), error-related factors (e.g. salience of errors), and interpersonal factors (e.g. peer relationship). Implications are discussed especially regarding the important role of teachers in raising learners’ language awareness in peer interaction.

‘English has 100+ phonemes’: some errors and confusions in contemporary commercial phonics schemes

ABSTRACT From 2006 the British government strongly favoured synthetic phonics as the principal approach for the teaching of initial literacy in state-funded primary schools in England, and since 2010 has made it mandatory. In 2007–2013 just over 100 commercially published phonics schemes were available, and in that same period the government maintained a system of quality assurance, in the form of two (successive and non-overlapping) panels of independent evaluators. Their task was to judge whether commercial publishers’ self-evaluations of their phonics schemes and materials were correct, in the sense of justifying statements that they met the government’s criteria for such schemes, etc. Of the schemes that were judged, just over half (54) were found to contain linguistic errors. In this article the errors are analysed in detail, and classified into three main categories: phonetic inaccuracies, phonic inaccuracies, and misguided pedagogies. The criteria for that classification are stated, and conclusions and recommendations drawn – the main recommendation being that existing schemes need to be scrutinised in detail to ensure that they are fit for purpose. And this would apply to all phonics schemes used anywhere in the English-speaking world, not just in England, even though the criteria for phonetic and phonic accuracy would necessarily differ across accents.

A critical analysis of markers\u2019 feedback on ethics essays and a proposal for change

This article discusses the feedback on students’ ethics essays provided by eight markers in the Faculty of Medical Sciences at Newcastle University. It highlights significant shortcomings, including failures to identify instances where students had failed to select and to conclude on ethical issues (clearly), logical errors, misunderstandings of ethical arguments made in the literature, instances of simple deference, and a lack of critical engagement with relevant literature. Markers also made a large number of linguistic errors and, on many occasions, failed to explain clearly what they meant. Some indication is given of what the cost of this might be to health care students as well as to those who are affected by the quality of their ethical decisions. The article concludes by providing some guidance on how this cost might be reduced at Newcastle University as well as in many other institutions where similar problems are likely to exist.

Teaching Practices and Knowledge Base of English as a Foreign Language Teachers’ Communicative Language Teaching Implementation

This small scale study aimed at identifying (1) the characteristics of teaching practices in CLT classrooms, (2) teachers’ opinions underlying such practices, (3) their positions while adopting CLT, and (4) a knowledge base used as a framework of CLT implementation. Eight Thai teachers who regarded themselves as CLT proponents voluntarily took part in this study. Data collected via classroom observations and post-teaching semi-structured interviews indicated that CLT involved four common features including promoting ‘small talk’ in the target language, beginning the lesson with the combination of lead-in and presentation strategies, positively reacting to students’ linguistic errors, and emphasizing semi-communicative activities. The participants’ opinions underlying CLT implementation centered on playing multiple roles including lesson designers, class managers, and English users with certain levels of English proficiency. Content, pedagogical content, and subject matter knowledge served as their major elements of the knowledge base for teaching when conducting CLT lessons.

الأخطاء اللغوية الشائعة في استعمال العربية في المجتمع البروناوي

AbstractThe importance of Arabic is reflected in the fact that it is the key to Islamic and Arab culture. It allows the learner to know how civilized and intellectual a nation has been raised on the throne of the world for centuries. It has left a great cultural heritage in various arts and various sciences. . The most important reasons that led to the prevalence of this disturbing number of errors in the language of Hadad, the language of the last messages of God - the Almighty - the status of the Seal of the prophets and messengers to tell her slaves of God, and the most important treatments.Key word: Common linguistic errors; The use of Arabic in the community of Brunei.

The Role of Raters’ Personality Traits in the Rating Process of L2 Argumentative Writing: Interactions with Argument Positions

The present study examines the influence of raters’personality traits on the rating process of L2 argumentative writing and their interactions with argument positions. Four Korean EFL raters took a personality test and scored four essays composed by Korean EFL university students, thinking aloud their rating processes. The raters’decision-making behaviors were analyzed to investigate the role of their personality during the rating process. Results of the study reveal that the raters not only shared certain rating strategies due to the nature of scoring L2 argumentative essays but also illustrated personalityspecific variations in decision-making behaviors and this appeared to interact with the essay argument positions. A pair of raters, found to be extroverted perceivers, favored supporting argument and attempted to interpret the writer’s intention or correct linguistic errors with more emotional engagement with the writer; the other pair, the introverted judgers, preferred the counter-argument, and were highly goal-oriented and time conscious, scoring more objectively and efficiently with more foci on task completion and the quantitative aspects of writing. The raters also demonstrated variations within the pair group. The study suggests raters’personality traits can be a source of rater variation, which influences scoring validity and reliability of writing assessment.

<i>The Ocean-Like Samādhi of the Visualization of the Buddha</i> and the <i>Avata</i><i>ṁsaka Sūtras</i>: The Word <i>Zahua</i>.

The Sūtra on the Ocean-Like Samādhi of the Visualization of the Buddha is one of the six Visualization Sūtras that were translated in the fifth century. However, because it has some philological and linguistic errors, some researchers currently regard it as an apocryphal text, This text has some main sources, for example, the Samādhi texts, and according to some, the Mahāyāna sūtras, the commentaries, and the Huayan sūtras. I notice that the word zahua (雑華) occurs thrice in this text. Zahua represents the Huayan sūtras and the Mahāparinirvāṇa sūtra. It is so used in relation to the Huayan sūtras in the Da zhidu lun (大智度論).Thus, I attempt to prove the relationship between this sūtra and the Huayan sūtras through the word zahua.

أخطاء الدارسين فى استخدام الكلمات المترادفة (Errors of Students in Using Synonym Words)

Arabic Abstract:تهدف الدراسة إلى التعرف على الأخطاء اللغوية التي يقع فيها الدارسون فى استخدام الكلمات المترافة. وأجرت الدراسة بمدرسة إنسان تيشنديكيا الثانوية الإسلامية الحكومية بتفانولى الجنوبية بسومطرا الشمالية (MAN Insan Cendekia Tapanuli Selatan). والطريقة التي سلكها الباحث في البحث لهي الطريقة الوصفية مع أسلوب تحليل الأخطاء. وأخذ الباحث 44 دارسا كعينة الدراسة. وبعد أن تمت الدراسة وأظهرت نتائجه أخطاء الدارسين اللغوية في استخدام الكلمات المترادفة كما يلي: (1) المبالغة في التعميم (2) الجهل بقيود القاعدة (3) الأخطاء المستحجرة (4) العوامل النفسية كالنسيان والتسرع والتعب والقلق والكسلان والمرض وما أشبه ذلك English Abstract: The study aims to identify the student’s linguistic errors in using the synonyms words. The study was conducted at the State Islamic High School of Insan Cendekia of North Tapanuli in Indonesia. The method used by the researcher in this study is the descriptive and error analysis method. The researcher took 44 students as sample of study. After the study was conducted and the results has showed errors of linguistics in using synonyms as follows: 1) over generalization, 2) Ignorance of rule restriction, 3) fossilized errors, 4) psychological factors such as forgetfulness, haste, fatigue, anxiety, laziness, illness and others.

The Effect of Spatial Intelligence-based Metalinguistic Written Corrective Feedback on EFL Learners’ Development in Writing

Correcting and providing feedback to the written work of the learners has always been one of the hotly-debatedissues over the last decades. While a group of scholars argue in favor of the effectiveness of the written corrective(CF) feedback, others question the utility and usefulness of the CF on writing of the learners. Even there seem to befewer consensuses on the typology of the CF. Metalinguistic written corrective feedback (CF) (e.g., briefgrammatical descriptions and error codes) is a type of written feedback, through which teacher gives metalinguisticclue to the nature of the errors (Ellis, 2009). In this study, a different type of metalinguistic feedback, conceptualizedas spatial intelligence-based (SIB) metalinguistic written CF_ using the colorful stationery to write, highlight, locate,or underline the linguistic errors of the learners while giving feedback_ was used while providing feedback to thelearner’s work. In order to investigate the effectiveness of SIB metalinguistic written CF on English as a foreignlanguage (EFL) learners’ development in writing, 47 intermediate learners were randomly assigned into two groups.The learners in the first group received SIB metalinguistic written CF for their errors in writing, while the ones in thesecond group only obtained metalinguistic written CF for their errors. An independent samples t-test applied on thescores achieved from a posttest showed a significant difference in scores of the first group and that of theexperimental group. Results indicated that the accuracy (mechanics) and style of the writing of the first group ofstudents who received SIB correction for their linguistic errors exceled that of the second group students whosereceived written correction was only metalinguistic. However, there was no significant difference between thegroups in the content, and organization of their writing.

Translating on Purpose: Domestication in English Translations of Chinese Publicity Materials

English translations of Chinese publicity materials play an important role in introducing China to the outside world and in helping foreigners know more and better about the country. Since the implementation of the Reform and Opening-up Policy in China four decades ago, great progress has been recorded in translating Chinese publicity materials into English. However, poor translations still exist, such as those with linguistic errors, cultural inappropriateness, missing of information, inconsistency in the use of proper names, etc. These problematic translations exert a negative impact on China’s international image and the cross-cultural communication and exchange between China and the outside world. Under such circumstances, the present study proposes the application of domestication in translating Chinese publicity materials into English from the perspective of Skopos theory. Through illustrations with specific examples, three types of domestication are identified, namely, domestication of culturally-loaded words, domestication of syntactic structures and domestication of rhetorical devices.

Лингвистические противоречия в сфере законотворчества и правоприменения

We analyze the linguistics and legal nature of the legal discourse of various types of legal activity: law-making, law-realization, as a result of which we reveal new formal and linguistic features of legal texts. On the example of article 358 of the Criminal Code of the Russian Federation on ecocide we reveal a number of shortcomings: the choice of the wrong member of the synonymous series and the non-specific content of the sanction. Revealed certain linguistic shortcomings can become an obstacle to the successful use of this legal norm in the process of its implementation. The weak development of lawyers’ linguistic skills, which they need for the proper exercise of their authorities, the inability to adequately express the thought can lead to infringement of the rights, freedoms and legitimate interests of citizens. Textual shortcomings, as well as gross linguistic errors, reduce the effectiveness of Russian legislation, make it difficult to understand the essence of the legal norm. To solve these problems, it is necessary to conduct a competent linguistic examination, which will increase the text indicators of the regulatory act. The prospects of in-teraction of legal and linguistic sciences are reasonable due to the emergence of new directions of interaction of jurisprudence with various linguistic interdisciplinary directions (semiotics, socio- and psycholinguistics, cognitive linguistics, etc.).

The Effect of Metaphorical Competence on Students’ Writing Skills

The article is about to indicate that metaphorical competence (MC) can be acquired in classroom instruction, and plays the constructive role in students’ linguistic competence and their writing skills. Subjects were chosen and divided into the experimental group (EG) and the control group (CG). Subjects from EG were instructed with metaphorical theory and relative writing practice, while the other were taught with traditional ways. Their writings were tested in terms of lexical density, metaphorical expressions and linguistic errors. Data and results show that the former performs better in increasing lexical density and metaphorical expressions, and eliminating the linguistic errors.

The Value of Local Dictionaries in the Caribbean: The Example of Saba

While the Caribbean is home to at least seventy languages and hundreds of dialects, the region has had published only a handful of local dictionaries—that is, dictionaries for specific islands, island conglomerates, or coastal communities. Dictionaries are especially important for underrepresented communities such as those of the Caribbean, from both a linguistic perspective and an ethical one. Using the Saban English dictionary A Lee Chip (Johnson 2016) as an example, this article proposes two primary ethical functions of local dictionaries in the Caribbean. First, these dictionaries engage in rewriting the linguistic histories of communities whose language varieties have been labeled “broken” or “corrupt” for centuries. Such linguistic error correction (Labov 1982) can be achieved through the very publication of the dictionary, as well as through subsequent public presentations and media coverage. Second, local dictionaries can preserve knowledge under threat of extinction as a consequence of neocolonialism. Blurring the boundary between dictionary and encyclopedia (Silverstein 2006, Peeters 2000), this preservation can occur by the inclusion of local flora and fauna terms, as well as notes regarding the usage of certain plants and the connection of words to certain customs (Baksh-Comeau and Winer 2016). This article shows how local dictionaries in the Caribbean are not only valuable for the fields of linguistics, language contact, and lexicography, but also for the underrepresented and historically exploited speech communities they document.

An investigation of the text features of discrepantly-scored ESL essays: A mixed methods study

Abstract In this explanatory sequential mixed methods study I investigated which textual features are common in L2 essays scored inconsistently by two raters. In the first quantitative phase, I compiled a set of 109 test essays on one topic that received two matching scores or two discrepant scores. I used automatized tools (i.e., Coh-Metrix and Authorial Voice Analyzer) to measure the essays’ complexity, fluency, and interactional metadiscourse. For accuracy and impressionistic measures, two raters coded the essays’ linguistic errors and gave them scores on apparent length and handwriting quality. With this comprehensive set of textual measures representing different levels of language use, I performed a discriminant function analysis and found that seven textual features (i.e., spelling, syntactic diversity, noun phrase density, negation density, voice strength, conceptual cohesion, and apparent length) predicted score discrepancy with a 94.4% accuracy rate. In the second qualitative phase, I used intro- and retrospective data to understand what textual features raters found distinct in the discrepantly scored essays and whether they referred to the seven statistically identified textual features. They attended to spelling errors, apparent length, authorial voice, and syntactic diversity, but did not consider the three other features that were uncovered in the quantitative phase of the study (i.e., negation density, conceptual cohesion, and noun phrase density).

Ukraińcy o własnych błędach w polszczyźnie. Przykład statystycznej analizy danych w glottodydaktycznych badaniach eksploracyjnych

In the article the results of survey research on the assessment of errors made in Polish by Ukrainians and Poles, as stated by Ukrainian students learning Polish as a foreign language, are shown. This research was a part of twofold research in which students from Poland participated as well, assessing the character and importance of linguistic errors made by foreigners and native speakers of Polish. At first. the results were shown by means of traditionally counting up the number of particular responses. Nonetheless, the information about how much and what kind of additional data could be gained thanks to elements of statistical analysis of data conducted on the same survey is shown in this paper. The results may convince one that statistical analysis of pilot or exploratory nature is worth conducting even with a small research sample, as it allows for highlighting particular problems which should be taken into account while preparing research tools for proper research.

공공언어 문장 오류 유형 분석 연구

이 연구의 목적은 중앙행정 기관의 보도 자료에 나타난 오류를 조사·분석하여, 공공언어 개선 방안을 마련하는 데 있다. 이를 위해 『2017년 중앙행정기관 공공언어 진단』의 보도 자료 정확성 분석 결과를 연구대상으로 삼았다.BR 공공언어 개선을 위해서는 이미 작성된 공문서를 평가하는 일보다는 공무원들이 글을 바르게 쓰도록 하는 일이 더 효율적이다. 공무원들이 문서를 작성할 때 맞춤법이나 문장 오류를 교정해주는 프로그램을 마련한다면 한국어 사용오류를 훨씬 많이 줄일 수 있을 것이다. 오류 교정 프로그램 개발을 위해서는 우선 오류 분석이 필요하다. 공공언어에서 많이 발견되는 문법적 오류를 데이터베이스화한다면 그 자료를 바탕으로 질 높은 텍스트 생산이 가능해지리라고 본다.BR 이 연구에서는 ‘공공언어 진단 평가 항목’ 중 ‘어법에 맞지 않는 표현’과 ‘우리말답지 않은 표현’을 중심으로 분석하였다. 보도 자료에서는 문장성분의 생략이나 호응 오류, 접속 오류, 조사 사용 오류 등과 우리말답지 않은 번역 투 표현이 많았다. 공무원들이 보도 자료를 작성하면서 가장 많은 오류를 범하는 유형을 목록화한다면 교정 시스템 구현에 도움이 될 뿐만 아니라 더 나아가 공공언어 개선에 큰 효과가 있을 것이다.