Omission Of Verbs Research Articles

TRANSLATION STRATEGIES RELATED TO THE OMISSION OF VERBS WHEN TRANSLATING FROM RUSSIAN INTO FRENCH

While there is a vast literature on translation transformations and techniques, little attention among Russian researchers is paid to the omission. The article attempts to contribute to the debate by analyzing the omission as a translation technique, as well as verb omission examples when translating a literary text from Russian into French. The omission means elimination of a source text (ST) element while translating into target text. The omission can occur at the semantic or structural-semantic levels. The latter implies not only semantic but also syntactic changes. The omission can be due to the redundancy of an element in the ST. Redundancy in ST can be caused by the structural features of the source language, repetition of information in the text or by the opportunity to extract information from the situational context. The analysis of examples of verb omission taken from the translations into French of the novel Oblomov written by Ivan Goncharov showed that the use of this technique in relation to Russian verbs obeys the general patterns of the use of omission listed above: a French translator can omit a verb and use a more economical construction allowed by the norms of the French language; can translate one verb from two ST verbs with the same meaning; can eliminate the original verb if it’s meaning can be derived from the situational context. However, the original verb can convey stylistic meanings that are important in the work; if this verb is omitted, stylistic meanings disappear.

Writing Errors of English as Second Language (ESL) Learners in the 21st Philippine Context

To learn a second language (L2), once mastered, entails various prospects for Filipinos. One of the goals of the K-12 curriculum is to strengthen communicative competencies, which include linguistic competence; however, it was reported that the English Proficiency Index (EPI) of the Philippines has continuously declined in 2019, a year after the first batch of Senior High School graduated. As the country’s EPI declines, it may negatively impact the competitiveness of Filipinos in the international arena. Additionally, this result demonstrates the presence of errors in the writing performance of the learners despite the change in the curriculum. This research utilized a descriptive method to analyze the corpus from 100 ESL learners of a private school in Marawi City, Lanao del Sur. The findings illustrate that the majority, or 96.3221% were local errors and among these were mechanical or orthographic errors which ranked first with 1677 or 33.70%. Furthermore, the most committed error was misuse or omission of verb tenses, followed by capitalization and punctuation marks. With these results, it is important to expose learners to the target language (TL) and teachers to create remedial writing programs focusing on the weakest linguistic areas.

An Analysis of the Grammatical Errors in the Written English Compositions of JSS 1 Pupils in Five Junior Secondary Schools in Bo City, Southern Sierra Leone

This study focuses on the grammatical errors in the essays written by JSS1 pupils in five junior secondary schools in Bo city. It aims at identifying the errors occurring in the use English grammar by pupils, classifying the errors, determining their frequency levels and their sources. The descriptive survey design was used in this study, where out of a population of 853 pupils, 250 pupils were used a sample for this study. Each of the pupils was asked to write an essay, and the scripts were marked to identify all grammatical errors made by the pupils. From this study, it was discovered that out of 250 scripts, 32% of the pupils were not able to communicate their thoughts meaningfully. Out of the comprehensible scripts the following errors were identified and their frequencies: wrong use of tense 29.54%, errors in spelling 24.67%, errors in the choice of words 13.13%, wrong use of prepositions 7.79%, verb addition errors 5.84%, preposition addition errors 4.87%, pronoun addition, subject-verb agreement errors, wrong use of pronouns, plural and verb omission errors all received 1.62% each. The study further revealed that a good number of errors discovered from students’ writings were intralingual errors.

Interlanguage syntactic temporary, permanent, and fossilized errors in second language writing

Although writing argumentative essays has been widely investigated, limited research has focused on types of syntactic fossilization errors, let alone in doctoral students of English department contexts. This study investigated the interlanguage temporary, permanent, and fossilized errors in the second language writing of seven doctoral students from one private university in Jakarta, Indonesia. The study employed a linguistics content analysis method by using the instrument of argumentative essay products taken from the course of lexicology and lexicography during one semester. The data were analyzed using the framework of four syntactic fossilization errors: verb omission, subordination, double verb, and passive voice. In addition, inter-rater reliability was used to measure the trustworthiness of fossilized error analysis in students' argumentative essays. The findings revealed that the doctoral students made four fossilized errors: subordination, omission, double verb, and passive voice. However, verb omission and sub-ordination emerged as temporary fossilization errors and a double verb and passive voice as permanent syntactic fossilization errors in writing argumentative essays. This result suggests that doctoral students need a bridging course to reduce all kinds of errors in writing an argumentative essay as the requirements before they join the real classroom.

Grammatical Verb Errors: Differences Between English Learners With and Without Diagnosed Language-Based Learning Disabilities.

This study examines the written language samples of fifth grade English learner (EL) students with and without diagnosed language-based learning disabilities (LLDs) in an effort to explore the utility of such supplemental materials for aiding in differential diagnosis of ELs with and without LLDs. This sample of 127 fifth grade students consisted of ELs without identified disabilities (n = 89) and ELs diagnosed with LLDs (n = 38). Written language samples from a classroom-based expository writing task were coded for grammaticality and specific verb type of errors. An analysis of variance (ANOVA) between the groups that differed by language abilities was conducted at two time points to compare the frequency of errors and the average change in grammaticality from the beginning of the school year to the end of the school year. EL students with and without LLDs performed similarly at the beginning of the school year. ELs without LLDs showed greater average change in accuracy across the school year. Significantly, higher proportions of verb tense and verb omission errors were demonstrated by ELs with LLDs when compared with their EL peers at the end of the school year. Overall grammatical accuracy was also lower for ELs with LLDs. Group differences at the end of the school year were confirmed in types and rate of verb errors. Results support the potential clinical utility of monitoring verb errors in writing samples over time as a supplemental tool in diagnostic evaluations and assessments for progress monitoring.

Investigating Sentence Fragments in Comic Books: A Syntactic Perspective

This research is aimed to analyze sentence fragments in a comic. The main research questions raised in this paper are: What types of sentence fragments can be seen in comic Hunter X Hunter by Yoshihiro Togashi 1998? What factor types can be found in comic Hunter X Hunter by Yoshihiro Togashi 1998? The paper uses the qualitative method to conduct content and document analysis (Choy & Clark, 2010). The source of data was the comic entitled ‘Hunter X Hunter in which the researchers discovered six forms of Sentence Fragments after studying the data: fragments of adjective clause, adverbial clause, nominal clause, appositive, infinitive clauses, missing subject, participial, and prepositional phrase fragments. The information was gathered from 30 chapters of Yoshihiro's comic. There were 34 Sentence Fragments, 13 (38%) Dependent clause fragment, 21(62%) into-phrase fragment. There are 6 types of sentence Fragment factors that were investigated by Bashir (2016), but in this comic only 4 factors were found; namely, Omission of the Verb (50%), Subject (20%), and Object (10%), omission of both subject and verb (10%), and Appositive or list Fragments (10%).

When the Body Belies the Words: Embodied Agency With darf/kann ich? (“May/Can I?”) in German

Research on multimodal interaction has shown that simultaneity of embodied behavior and talk is constitutive for social action. In this study, we demonstrate different temporal relationships between verbal and embodied actions. We focus on uses of German darf/kann ich? (“may/can I?”) in which speakers initiate, or even complete the embodied action that is addressed by the turn before the recipient's response. We argue that through such embodied conduct, the speaker bodily enacts high agency, which is at odds with the low deontic stance they express through their darf/kann ich?-TCUs. In doing so, speakers presuppose that the intersubjective permissibility of the action is highly probable or even certain. Moreover, we demonstrate how the speaker's embodied action, joint perceptual salience of referents, and the projectability of the action addressed with darf/kann ich? allow for a lean syntactic design of darf/kann ich?-TCUs (i.e., pronominalization, object omission, and main verb omission). Our findings underscore the reflexive relationship between lean syntax, sequential organization and multimodal conduct.

Error Analysis in Using Simple Present Tense at Writing Descriptive Text in Eleventh Grade of MA Aqidah Usymuni Sumenep

Abstract
 
 In learning a new language, especially English, the Indonesian students are expected to master in all of English skill and also be able to communicate in English using correct structure, while in spoken or written. In other word, foreign language has different rules with first language which causes the students make some errors in their learning. In writing skill exactly, the students do some error forms in their sentence and it takes place because of some possibilities.
 There are two research focuses in this research. The first is what the students’ errors in using Simple Present Tense in writing Desriptive Text at the eleventh grade of MA Aqidah Usymuni Terate Pandian Sumenep are, then how do the errors take place in the students’ Desriptive Text is the second of research focus. While, it research is conducted on students’ eleventh grade of MA Aqidah Usymuni Terate Pandian Sumenep. This research will describe through of qualitative approach with descriptive analysis and cluster random sampling.
 In collecting the data, the researcher uses some techniques are test, documentation and interview. Then, after collected the data, the researcher analyzes it through Corder’s error analysis steps as follow: collection of samples of learner language, identification of errors, classification of errors, explanation of errors and evaluation of errors.
 Actually, learn English is not as easy as learn the own language, since it is foreign language. Therefore, many students make errors when they learn English, especially in writing. They make errors in four category errors are omission (be omission errors, verb omission errors, suffix –s/-es errors and auxiliary do errors), addition (be addition errors, double verb usage error, double be usage errors and time marker usage errors), misinformation (BE form errors, verb usage errors, pronoun usage errors, singular and plural form errors and auxiliary usage errors) and misordering (misplace of word).
 Finally, at the end of this research is the conclusion that describe the result of the study and then suggestion is offered to students especially Indonesian students and teacher special for English teacher.
 Keywords: Errors analysis, Simple Present Tense, Descriptive.

AN ANALYSIS OF SYNTACTICAL ERRORS IN STUDENTS’ WRITING AT 11TH GRADE MA MUALIMIN MUHAMMADIYAH BOARDING SCHOOL SAWAH DANGKA

The research was caused by several problems that were discovered in students' writing recount text. First, students make errors in their sentences. One error that occurs in their sentences is the omission of verbs. Students make sentences without verbs in writing recount text. Secondly, students only arrange sentences based on the words in the dictionary so that it causes mother tongue interference. This research aimed to investigate the errors in students' writing at syntactical error and causes of error in students' writing. The research used descriptive qualitative research. The data was collected from the students' writing recount in class 11 A of MA Mualimin Muhammadiyah Boarding School Sawah Dangka. The technique of data analysis in this research was identification, classification, explanation, and evaluation. The finding of the research shows, Firstly. Syntactical errors occurred in the omission, addition, misformation, and misordering, which included noun phrases, verb phrases, and verb and verb construction. Noun phrases included determiner, pronoun, and preposition. Verb phrase included the omission of verb and subject and verb agreement. Then, verb and verb construction. Secondly, the two major causes of errors were interlingual transfer and intralingual transfer.

RESEARCH OF THE ERRORS MADE BY ALBANIAN STUDENTS IN WRITING AND SPEAKING WHILE LEARNING ENGLISH AS A FOREIGN LANGUAGE

The objective of this research is to find out the pupils errors in speaking and writing English as their second language. This research used different searching methods such as: inductive method, deductive method modeling etc. The participants of this research were elementary school pupils of 8 th and 9 th grade of the elementary school “Gjergj Kastrioti Skenderbeu” in Poroj and high school students of “7 Marsi” and Gymnasium “Kirili Pejcinovic” both in Tetovo in the academic year 2018. A total of 100 students participated in this research. The main instrument of this research was writing and the second main was speaking. The data of this research were collected by giving students some questionnaires, to write informal letters, different tests on word formation and debates among pupils. The result of the research was as follow: Using wrong form of verbs, problems with tenses, wrong form of negative sentences, wrong use of singular and plural, omission of verb and lot of pronouncing problems. From the results was concluded that the main cause of errors made by pupils of all schools was the influence of native language and grammar differences between the two languages. Keywords: writing errors, pupils, research, verbs, tests etc.

TOP TEN MOST PROBLEMATIC GRAMMATICAL ITEMS FOR INDONESIAN TERTIARY EFL LEARNER WRITERS

Errors are almost inseparable from learning process, including learning new languages. Though, it is not always considered as negative, instead, it is a part of learning process. This study was conducted to assess students’ mastery of grammar in writing, to find what grammatical errors they make, to be an evaluation to overcome the problem in the future. In this study, samples were taken from EFL students of English Education Department of Universitas Muhammadiyah Purwokerto. The grammatical errors were identified under the theory of Politzer-Ramirez which classify errors into two types: morphological and syntactic error. In the end of the study, ten types of grammatical errors were identified as the most common grammatical errors made by the students. Three of them belong to morphological error, while the remaining fall into syntactic error. Those ten errors are: The use of prepositions (75 %), redundancy (75 %), simple past tense incorrect (62.5 %), determiners (58.3 %), number confusion (45.8 %), omission of verb (45.8 %), verb construction (41.67 %), derivatives/wrong part of speech (41.67 %), nominalization (33.3 %), and errors in the use of pronoun (29.2 %). Keywords: Problematic, Grammatical Items, Tertiary, EFL, Learner Writers

ERRORS IN QQ ONLINE CHATTING: A STUDY ON CHINESE ESL LEARNERS IN INDONESIAN UNIVERSITY

This study intends to investigate errors found in an online written platform used by Chinese students in English Language Education Department. The online platform observed in this study was QQ chatting, where students freely and without pressure utilize the application for everyday English communication. Most Chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. This study employed qualitative case study design with five Chinese respondents. The researchers were actively involved in the QQ chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. The data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. The findings suggest that there were various types of errors performed by Chinese students: omission, misformation, addition, misordering, and mixed-types. The most prominent one was omission with the total of twenty-eight times occurrence. The omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘I don’t know here will so cold’, omission of auxiliary verbs as in ‘I eaten dinner’ and omission of verb inflections as in ‘Where are you go?’.The most commonly found omissions errors were due to the influence of Chinese first language where the speakers have totally different tenses and sentence organization with English.

ERRORS IN QQ ONLINE CHATTING: A STUDY ON CHINESE ESL LEARNERS IN INDONESIAN UNIVERSITY

This study intends to investigate errors found in an online written platform used by Chinese students in English Language Education Department. The online platform observed in this study was QQ chatting, where students freely and without pressure utilize the application for everyday English communication. Most Chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. This study employed qualitative case study design with five Chinese respondents. The researchers were actively involved in the QQ chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. The data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. The findings suggest that there were various types of errors performed by Chinese students: omission, misformation, addition, misordering, and mixed-types. The most prominent one was omission with the total of twenty-eight times occurrence. The omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘I don’t know here will so cold’, omission of auxiliary verbs as in ‘I eaten dinner’ and omission of verb inflections as in ‘Where are you go?’.The most commonly found omissions errors were due to the influence of Chinese first language where the speakers have totally different tenses and sentence organization with English.

The Grammatical Errors in the Translational Text: Indonesian-English Structure

This paper discussed the study of English and Indonesian word construction based on grammatical errors. Grammatical errors were analyzed by error analysis. The purpose of this paper wanted to know the kinds of grammatical errors and the factors caused it. The qualitative approach was used in this research as the methodology because this study described the data without analysis statistic. The qualitative descriptive revealed the phenomena of linguistic which found in the translation text. In data collection, the researcher used text translation, Indonesian-English that had translated by the fourth semester of student’s English Department. Moreover, the researcher read deeply and grouped and noted the data to find the valid data. The result of this paper were 11 kinds of grammatical errors, they are: misuse of determiner, omission of determiner, misuse of verb, misuse of auxiliary verb, omission of verb, misuse of preposition, misuse of conjunction, misuse of pronoun, omission of pronoun, misuse of singular noun, and misuse of Noun Phrase (NP). In addition to, this study found the factors of the grammatical errors, they are; first, interference of the first language, namely Indonesian. Second, the difference between Indonesian and English structure was also the factor of the grammatical errors.

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.

Sentence Construction Errors among Malay Arabic Learners at Universiti Sultan Zainal Abidin

It is generally accepted that the efficiency of written Arabic counts on the grammatical accuracy. This research investigates the sentence fragment as one of the foremost errors encountered by Malay undergraduate students in their Arabic written composition. It intended to discover fragment, its frequency and the causes of the fragments. The research employed a mixed method approach. The subjects of the research comprised 30 students selected from the final year students of the Universiti Sultan Zainal Abidin Terengannu, Malaysia. Achievement Test and Questionnaire were the instruments used to collect the data. Markin software version 4.2.4.1 and Statistical Package for Social Science (SPSS) version 23.0 is used to analyse the data. The result of the study revealed that the students produced a total number of 91 fragments with the frequency in decreasing order as follows, misuse of articles 31(34.0%) instances, omission of verb 19(21.0%) instances, omission of subject 17(19.0%), spelling errors 15(16.0%) instances, omission of object 6(7.0%) omission of both subject and verb 3(3.0%). The main causes of fragments were attributed to intra-lingual sources and other factors explored are related to teachers and students attitudes towards correction and other issues related to written Arabic.

The Grammatical Accuracy, Cohesion and Coherence of Thai Students’ English Writing at Darawithaya School, Narathiwat – Thailand

Writing has been recognized as an important skill to be mastered by all students both English as Foreign Language (EFL) and English as Second Language (ESL) students since many universities around the world offer writing courses. Hence, this study attempts to analyze the grammatical accuracy, cohesion, and coherence of Thai Students’ English Writing at Darawithaya School. This study is designed to investigate (1) the grammatical accuracy on Students’ Writing, and (2) the cohesion and coherence on Students’ Writing. The participant of the study consists of 14 Second Grade Students of Senior High School who enroll Academic Education at Darawithaya School, Narathiwat – Thailand. Since this study is descriptive qualitative approach, the data is documentation from students’ writing work. Some guidelines and rubric are used in this research for analyzing. The findings reveal that there are 73 errors are found on 14 students’ composition in this study. They occur on singular/plural followed by subject omission, the use of article, pronoun, preposition, verb omission, S-V agreement, word formation, tense, and extraneous subject. Consequently, those errors make students’ grammatical accuracy value varied from one student to other students.

The Grammatical Accuracy, Cohesion and Coherence of Thai Students’ English Writing at Darawithaya School, Narathiwat – Thailand

Writing has been recognized as an important skill to be mastered by all students both English as Foreign Language (EFL) and English as Second Language (ESL) students since many universities around the world offer writing courses. Hence, this study attempts to analyze the grammatical accuracy, cohesion, and coherence of Thai Students’ English Writing at Darawithaya School. This study is designed to investigate (1) the grammatical accuracy on Students’ Writing, and (2) the cohesion and coherence on Students’ Writing. The participant of the study consists of 14 Second Grade Students of Senior High School who enroll Academic Education at Darawithaya School, Narathiwat – Thailand. Since this study is descriptive qualitative approach, the data is documentation from students’ writing work. Some guidelines and rubric are used in this research for analyzing. The findings reveal that there are 73 errors are found on 14 students’ composition in this study. They occur on singular/plural followed by subject omission, the use of article, pronoun, preposition, verb omission, S-V agreement, word formation, tense, and extraneous subject. Consequently, those errors make students’ grammatical accuracy value varied from one student to other students.

LEARNER ERRORS IN WRITING DESCRIPTIVE TEXT MADE BY STUDENTS OF SMP AL ISLAM KARTASURA

The study aims at describing the learners’ error made by eighth grade students of SMP AL Islam Kartasura in their writing descriptive text; identifying the types of lexical error, syntactical errors, and discourse errors; explaining the frequency of each typeof errors; describing the dominant type of errors; and identifying the sources of error. The type of this research is descriptive qualitative research. In collecting the data, the writer uses elicitation and documentation technique. There are some steps ofcollecting the data; asking the students to write descriptive text, collecting the data in form of erroneous sentences and paragraph, identifying the composition, marking the types of error, and at last, listing the erroneous sentences and classifying them into the classification of errors. The collected data are analyzed using Dulay, Burt and Krashen classification of errors theory, frequency of each type of error using Slamet’s theory, and Brown’s theory for sources of error. The results of the research show that the eighth grade students of SMP AL Islam Kartasura make 291 errors in their composition which are classified into three categories of error based on the combination of linguistic category and surface strategy taxonomy. There are lexical errors that cover: misspelling 12,37% and literal translation (the use of Indonesian construction) 6,87%. Syntactical error consist of omission of {-s} as plural marker 4,12%, omission of {-s} as third singular person marker 10,31%, misselection of have instead of has 8,25%, the use of verb-ing in structure phrase 1,72%, omission of verb 2,40%, omission of be 1,5%, addition of be 2,40%, the use of prepositionin prepositional phrase 3,44%, omission of article 1,37%, addition of the article 1,72%, misordering in noun phrase 19,93%, misordering in phrase 1,37%, and the last is addition of unnecessary word 5,50%. Discourse errors is 2,06% that covercomponent of discourse in reference 2,06%. The writer also finds 2 dominant sources of errors, namely interlingual transfer and intralingual transfer.

Going beyond motion events typology: The case of Basque as a verb-framed language

AbstractThe concept of motion is present in all the world’s languages. However, the ways in which speakers of different languages codify motion do not seem to be so universal. Languages offer different types of structures to express motion, and speakers pay attention to different elements within the motion event. The goal of this paper is to examine in great detail how motion events are described and expressed in Basque oral and written narratives. This study focuses on three main areas: motion verbs, elaboration of Manner and elaboration of Path. Although Basque can be classified in Talmy’s terms as a verb-framed language, it is argued that it is not a prototypical example of this group with respect to the lexicalisation of Path. Unlike other verb-framed languages, the description of Path in Basque motion events is very frequent and detailed, not only in situations when it adds new information, but also in pleonastic cases. This characteristic seems to be related to Basque’s rich lexical resources for motion and space, as well as to its high tolerance for verb omission. On the basis of these data, the scope of Talmy’s binary typology is questioned. It is suggested that the verb- and satellite-framed language typology should be revised in order to account for these intra-typological differences.