Syntactic Mistakes Research Articles

Analysis of Morphological Errors in English Written Texts by ESL Learners

Pakistan has long studied English, thus it's critical to identify some typical mistakes made by ESL students so that they can develop more effective English language learning techniques. This study examines the morphological and syntactic mistakes made by ESL students when writing in English. The study aims to identify the different kinds of morphological errors that students make in their writing and to shed light on the causes of these errors. The current study determines morphological defects using both quantitative and qualitative methods. The children from Iqra Hoti School Mardan were chosen by the researcher. Dulay, Burt, and Krashen's (1983) theory was used to analyze the errors. The study's findings demonstrated that omission, addition, misformation, and misordering errors are common among students learning English as a second language.

Syntactic mistakes in writing production: A corpus-based mistake analysis of German as a Foreign Language learner texts

Syntactic mistakes in writing production: A corpus-based mistake analysis of German as a Foreign Language learner texts

Miswriting in the Teaching of Turkish as a Foreign Language: The Tunisian Case

This research was undertaken with the aim of evaluating, classifying, and detecting mistakes made by Tunisian students learning Turkish as a foreign language at the A1 level. The study is descriptive and was performed using document and content analysis methods. Forty Tunisian university students participating in the study were asked to write about their emotions, ideas, and plans after being given a topic in the classroom at a specific time. Afterwards, their incidences of miswriting were determined while analyzing the texts. Their mistakes were classified under the headings of spelling mistakes, morphemic mistakes, phonetic mistakes, syntactic mistakes, and semantic mistakes. The writing errors grouped within these categories were subsequently re-evaluated according to their specific features and presented again under more narrow subheadings. It was determined that the students made 206 spelling mistakes, equaling 39.84% of the total, followed by 119 morphemic mistakes equaling 23.01%, 95 phonetic mistakes equaling 18.37%, 52 syntactic mistakes equaling 10.05%, and 45 semantic mistakes equaling 8.70%, for a total of 517 writing errors. The majority of these incidences of miswriting happened due to factors such as negative transfer, the distinctive structure of the Turkish language, and the students’ lack of knowledge and experience. It is emphasized that writing-oriented error analysis studies in the teaching of Turkish as a foreign language should be increased and continued at all levels.

About variations in translation non-finite forms of the verb from English into Russian in the belles-lettres

This article deals with the peculiarities of the translation of non-finite forms of the verb from English into Russian in the belles-lettres. This problem is not studied well enough in modern scientific literature, while when translating non-finite forms into Russian one can face some difficulties.Sometimes while translating a text the accent falls on the lexical aspect, first of all on the shades of meaning, but sometimes invisible syntactic mistakes lead not only to stylistic mistakes, but also the misrepresentation of the meaning. Non-finite forms can be used as a subject, a predicative, part of a compound verbal and modal predicate, an object, an adverbial modifier and an attribute.The infinitive has some nominal characteristics and can be used as a subject, part of a compound nominal predicate, an object and an attribute. As for its verbal characteristics it can take a direct object and has tense and voice distinguishes. As a subject, predicative and adverbial modifiers, it can be translated with the help of the infinitive or a noun. Complexes with the infinitive can be translated by subordinate clauses. If the infinitive is passive, the Russian subordinate clause should have either a passive construction or a non-finite form. If the infinitive is perfect the predicate in the Russian sentence should be used in the past tense. If the perfect infinitive has a passive form the predicative in the Russian subordinate clause should be used in the past tense and have passive voice or a non-finite form.Complex object can be translated by a subordinate clause, while complex subject can be translated only by a compound sentence.The gerund is such a non-finite form, which cannot be found in the Russian language. It can be translated into the Russian language with the help of the infinitive, a verbal noun or a subordinate clause.The combination of the gerund with a possessive pronoun or a noun in the possessive case form an equivalent of a subordinate clause.Russian present participles can be used only as an attribute, when used in the active voice, while English participles active can be used not only as an attribute, but also as an adverbial modifier. When translating a text, one should pay attention to the place of the participle in the sentence. If it is an attribute it is translated by a Russian participle, if it is used as an adverbial modifier, it is translated by a Russian adverbial participle in the imperative aspect.Participial constructions have no any equivalents in the Russian language, so they should be translated by an adverbial subordinate clause.

Need for Sleep: The Impact of a Night of Sleep Deprivation on Novice Developers’ Performance

We present a quasi-experiment to investigate whether, and to what extent, sleep deprivation impacts the performance of novice software developers using the agile practice of test-first development (TFD). We recruited 45 undergraduates, and asked them to tackle a programming task. Among the participants, 23 agreed to stay awake the night before carrying out the task, while 22 slept normally. We analyzed the quality (i.e., the functional correctness) of the implementations delivered by the participants in both groups, their engagement in writing source code (i.e., the amount of activities performed in the IDE while tackling the programming task) and ability to apply TFD (i.e., the extent to which a participant is able to apply this practice). By comparing the two groups of participants, we found that a single night of sleep deprivation leads to a reduction of 50 percent in the quality of the implementations. There is notable evidence that the developers’ engagement and their prowess to apply TFD are negatively impacted. Our results also show that sleep-deprived developers make more fixes to syntactic mistakes in the source code. We conclude that sleep deprivation has possibly disruptive effects on software development activities. The results open opportunities for improving developers’ performance by integrating the study of sleep with other psycho-physiological factors in which the software engineering research community has recently taken an interest in.

Kalbos normų pažeidimai suvirinimo mokslo darbuose

The article discusses some inaccurate uses of pronominal forms, certain terms, syntactical and lexical mistakes in papers on welding. The article also provides the examples of mistakes found in welding papers. The use of nonpronominal forms in the denoted terms is one of the typical morphological mistakes in treating the process of welding. Another problem is the inaccurate use and wrong formation of terminology. The main lexical mistakes are semantic mistakes and calque. The article also focuses on the syntactical mistakes – the mistaken expression of purpose, the wrong use of preposition prie, redundant use of abstract nouns in treatises, also inaccurate use of infinitive with conjuction kad in dependant clauses. Causes for language mistakes and correction of errors are given

Dictation as a Language Learning Tool

Dictation has been used in the field of language learning for several years. However, most of the language instructors and methodologists regard this method as useless and out-of-date. Indeed it is a teaching technique which enables teachers to focus on language proficiency of their students. It may both be used as a device for teaching a specific language phrase or clause and to list syntactic mistakes. This paper reports pervasive decoding/listening problems of word recognition and segmentation in connected speech at normal and high speed among Turkish high school students at the intermediate level through the use of dictation. The findings of the study indicates that there is a difference between the teacher-lead dictation and tape-recorded dictation during the dictation process.

SOME INACCURATE USES IN PAPERS ON WELDING / DĖL KAI KURIŲ NETAISYKLINGOS VARTOSENOS ATVEJŲ SUVIRINIMO SRITIES MOKSLO DARBUOSE

The article discusses some inaccurate uses of pronominal forms, certain terms and one of the syntactical mistakes – the expression of purpose. The article also provides the examples of mistakes found in welding papers. The use of nonpronominal forms in the denoted terms is one of typical morphological mistakes in treating the process of welding. Another problem is the inaccurate use and wrong formation of terminology. The article also focuses on the mistaken expression of purpose. Santrauka Straipsnyje aptariama keletas dažnesnių netaisyklingos vartosenos atvejų suvirinimo srities mokslo darbuose – kai sudėtiniuose terminuose rūšiai ar daikto ypatybei išskirti vartojamos neįvardžiuotinės būdvardžių ir dalyvių formos, taip pat pateikiama keletas dažnesnių pasenusių ir nevartotinų terminų pavyzdžių bei aptariama suvirintojų kalboje itin gaji viena iš sintaksės klaidų – netaisyklinga paskirties raiška. Taip pat straipsnyje aiškinamos netaisyklingos vartosenos priežastys, pateikiami klaidų pavyzdžiai, rasti suvirintojų tekstų rankraščiuose, ir siūlomi jų taisymo būdai (skliaustuose po lygybės ženklo (=) nurodomas taisyklingas vartotinas variantas).

Recognizing Bangla Grammar Using Predictive Parser

We describe a Context Free Grammar (CFG) for Bangla language and hence we propose a Bangla parser based on the grammar. Our approach is very much general to apply in Bangla Sentences and the method is well accepted for parsing a language of a grammar. The proposed parser is a predictive parser and we construct the parse table for recognizing Bangla grammar. Using the parse table we recognize syntactical mistakes of Bangla sentences when there is no entry for a terminal in the parse table. If a natural language can be successfully parsed then grammar checking from this language becomes possible. The proposed scheme is based on Top down parsing method and we have avoided the left recursion of the CFG using the idea of left factoring.

TYPICAL LEXICAL AND SYNTACTICAL MISTAKES IN TECHNICAL TREATISES

The present article suggests the analysis of typical mechanically made lexical and syntactical mistakes appearing in treatises. The article also provides the examples of mistakes found in this book. Causes for language mistakes (mistakes in using the wrong words, cases and prepositions) and correction of errors are given.

Le jeu des registres langagiers comme une stratégie du jeu avec le lecteur dans les romans de Raymond Queneau

Queneau's language has been analysed many times, mostly from a linguistic point of view, with special attention being paid to such procedures as phonetic transcription, lexical and syntactic mistakes or vocabulary typical of colloquial speech. However, Queneau's aim is not simply to imitate spoken discourse. Underlining of the oral aspect of a literary text emphasises its ludic character, i.e., its being -- in a sense -- the author's intellectual game with the reader. Queneau's linguistic experiments are not just limited to the most frequently mentioned techniques, by means of which he introduces the spoken discourse into literature. Simultaneously, Queneau employs very sophisticated, precise or even technical vocabulary as well as varied stylistic figures, often very complex. The present article analyses this play of linguistic registers, which constitutes the originality of Queneau's style and demonstrates that it is the conscious strategy of the author, who, rejecting established linguistic norms and l...

An artificial intelligence approach to language instruction

This paper describes an implemented, prototype system for a sophisticated, intelligent tutor for instruction in a foreign language. The system is an application of artificial intelligence research in natural language, but it implements several ideas that depart from standard approaches to natural language understanding. For instance, the semantic analyzer diagnoses several kinds of comprehension problems and semantic errors that a student might make. Some fine distinctions in meaning are represented to detect misuse of words. Not only is a model of good syntax included in the tutor, but also a model of incorrect forms, rich enough to pinpoint specific syntactic mistakes. Finding the intended interpretation is complicated by the likelihood of student errors. Therefore, perfect syntactic form is not necessary for semantic analysis of the student's input. The problems discussed and solutions presented are closely related to the more general problem of how to respond to a natural language input that surpasses the computer's model of language or of context.

Experimental Investigations of Computer Program Debugging and Modification

Although greater emphasis is placed on the task of computer program composition, debugging and modification often consume more time and expense in production environments. Debugging is the task of locating syntactic and semantic errors in programs and correcting these errors. Modification is the change of a working program to perform alternate tasks. The factors and techniques which facilitate debugging and modification are poorly understood, but are subject to experimental investigation. Controlled experiments can be performed by presenting two groups of subjects with two forms of a program or different programming aids and requiring the same task. For example, in one study we presented an 81 line FORTRAN program containing three bugs to distinct groups of subjects. One of the groups received a detailed flowchart, but our results indicated that this aid did not facilitate the debugging procedure. Similar negative results were obtained for a modification task. In other experiments, comments and meaningful variable names were useful in debugging and modularity facilitated modification. Other potentially influential factors, which are subject to experimental study, include indentation rules, type of control structures, data structure complexity and program design. These and other human factor experiments in programming have led to a cognitive model of programmer behavior which distinguishes between the hierarchically structured, meaningfully acquired semantic knowledge and the rotely memorized syntactic knowledge. Errors can be classed into syntactic mistakes which are relatively easy to locate and correct and two forms of semantic mistakes. Semantic errors occur while constructing an internal semantic structure to a representation in the syntax of a programming language. Modification is interpreted as the acquisition of an internal semantic structure by studying a program, followed by modification of this structure and revision of the code.

On teaching verb constructions with prepositions k and y at Lithuanian schools

The article analyses Russian verb constructions with prepositions к and у and their equivalents in the Lithuanian language. Such verb constructions often constitute difficulties to Lithuanians learning the Russian language.
 Not knowing the exact meaning and usage of Russian prepositions, Lithuanian users often tend to replace Russian verb constructions with preposition к and by relevant constructions in their mother tongue, thus making rather many syntactic mistakes.
 The article analyzes the Russian verb constructions with prepositions к and у, expressing a variety of semantic relations and their parallel equivalents in Lithuanian are provided. Lithuanian constructions of such type can have either prepositional or non-prepositional form; on the other hand, the Russian preposition к has even several equivalents in the Lithuanian language (prie, pas, į), and the preposition y is also translated to Lithuanian in several ways (prie, pas, iš, etc.).
 The article simultaneously reviews two parallels of these constructions in the Lithuanian and Russian languages, namely: Russian verb constructions with prepositions к and у and Lithuanian constructions with prepositions prie and pas, expressing spatial and object-spatial relations.
 At the end, the article presents various exercises concerning verb agreement in the Russian and Lithuanian languages so that the learners can practice the correct usage of the mentioned verb constructions in Russian.