Verbal Errors Research Articles

English grammar intelligent error correction technology based on the n-gram language model

Abstract With the development of the Internet, the number of electronic texts has increased rapidly. Automatic grammar error correction technology is an effective safeguard measure for the quality of electronic texts. To improve the quality of electronic text, this study introduces a moving window algorithm and linear interpolation smoothing algorithm to build a Cn-gram language model. On this basis, a syntactic analysis strategy is introduced to construct a syntactic error correction model integrating Cn-gram and syntactic analysis, and English grammar intelligent error correction is carried out through the model. The results show that compared with the Bi-gram and Tri-gram, the precision of the Cn-gram model is 0.85 and 0.91% higher, and the F1 value is 0.97 and 1.14% higher, respectively. Compared with the results of test set Long, the Cn-gram model has better performance on verb error correction of the Short test set, and the precision rate, recall rate, and F1 value are increased by 0.86, 3.94, and 1.87%, respectively. The comparison of the precision, recall rate, and F1 value of the proposed grammar error correction model on the complete test set shows that the precision of the study is 19.10 and 5.41% higher for subject–verb agreement errors. The recall rate is 9.55 and 10.77% higher, respectively; F1 values are higher by 12.65 and 10.59%, respectively. The above results show that the error-correcting technique of the research design has excellent error-correcting performance. It is hoped that this experiment can provide a reference for the relevant research of automatic error correction technology of electronic text.

Verb Error Analysis of Thai EFL Generation Z and Generation Alpha Students in Thailand

Verb Error Analysis of Thai EFL Generation Z and Generation Alpha Students in Thailand

Analysis of Common Verbal Errors in Chinese Video Texts

Analysis of Common Verbal Errors in Chinese Video Texts

MORPHOLOGICAL ANALYSIS OF STUDENTS’ WRITING

Morphology is one of the important studies in linguistics that focuses on the words and the forming of the words from smallest pieces. This study explored morphological issues in students’ writings about their favorite person and best friend. Data were collected from students’ writing products that belongs to twenty five elementary students of fifth grades. The collected data were analyzed to examine the morphological errors encountered by the students in the rank of morphemes, words, phrases, and sentences The types of errors include omission, overused, misordering, misplacement, and misselection in the free morpheme (lexical and functional) and bound morpheme (inflection and derivation) elements. This research revealed that the participants contributed morphology errors in noun, verb, adjective, and adverb. Second, the most frequent type of morphological errors contributed by participants was misselection. The students have difficulties in understanding the formation and function of words due to the interference of their first language, the low proficiency of English words and structure, and their low practice of writing in the target language. It is expected that the teachers to use interesting technique of teaching and learning English to assist the students’ practices of the target language, and also frequently make corrections and explanations of the students’ writing for them to get clear and specific understanding of the aspect of morphology.

Classification of Grammatical Errors Found in English Verb Forms from Students’ Academic Writing Tasks at Gishari Integrated Polytechnic Regional College (IPRC), Rwanda

The analysis of language errors has been a beneficial exercise in academia and research, particularly for individual learners who use English as a second or foreign language. This study aimed to identify and classify grammatical errors in verb forms use among engineering students' academic writing tasks. It pursued one specific objective of categorizing errors in verb forms. The study involved 133 students and 15 teachers, who contributed to data collection through essay tests and questionnaires. Analytical methods included document analysis, deductive thematic analysis, and descriptive statistics were used to gather useful linguistic facts on the issue. The grammatical errors discovered encompassed all five verb forms errors and were categorized as omission, addition, misformation, and misordering based on students' essays and teachers' evaluation of the essays. Thus, writing errors detract the reader from the piece's overall readability with poor quality of writing and blurs written communication. Therefore, it is necessary to pinpoint the students' verb-form errors in order to provide them with the required foundational knowledge to write flawlessly. Teachers should be on the alert of grammatical verb forms errors when assessing their students’ writings and ensure they correctly use the verb forms.

Error Analysis on Student’s Final Project Paper Abstract

An abstract is a brief and all-encompassing synopsis of scientific literature. Abstracts facilitate readers’ comprehension of article contents concisely and expeditiously. Hence, it is imperative to craft the abstract in a captivating manner to pique the reader’s curiosity and encourage them to peruse the complete content. An effective abstract should be precise, objective, logically organised, easily understandable, and concise. Nevertheless, several individuals, namely those studying Nautical Sciences, have encountered difficulty when it comes to writing in English. The task becomes further intricate since it involves meeting all the requirements, such as structuring and presenting coherent concepts to ensure the reader’s understanding of the text. The objective of this study is to identify the flaws present in the final project abstract of the Nautical Sciences Student at Akademi Maritim Nusantara Cilacap. This study employs a qualitative methodology, utilising a descriptive analysis technique. A total of ten samples were deliberately gathered for this investigation in the year 2022. The research findings indicate that there are two major concerns regarding faults in composing the abstract, specifically those pertaining to clarity and grammatical accuracy. Clarity errors encompass issues related to brevity (21) and the utilisation of passive voice (15). In addition, the data contained six grammatical problems, specifically verb errors (21), punctuation errors (10), preposition errors (7), spelling errors (5), conjunction errors (5), and article errors (4).

The The Students’ Problems in Learning of Subject Verb Agreement Towards The Third Grade Students of University of Muhammadiyah Tangerang

This study aims to find out the subject and verb writing errors made by students majoring in English Education at Universitas Muhammadiyah Tangerang when they complete paragraphs in verb form. Error analysis technique was conducted in this study to find the errors faced by the students in terms of present tense, identify the types of errors as well as the sources of errors. This study is descriptive research with 10 students participating in this study. The data of this study were collected from 1) students' writings focusing on students' sentences containing subject-verb agreement errors, and 2) interviews obtained from the students. The findings of this study are as follows: Subject and verb errors made by students cover form of information, omission, and addition errors, while from the point of view of linguistic categorization, the errors made by students are in the form of using singular plural nouns placed as subjects, improper use of verbs, and improper use of verbal and nominal sentences in making present tense sentences. The analyzed data also shows that students' errors in subject-verb agreement are classified as local errors. The cognitive strategies were chosen by them in comprehending the grammar

Using Big Data Analysis to Study Pedagogical Strategies for Conjunctive Bisyllabic Verb Errors in Chinese Second Language Learners

Abstract Conjugate diphthongs are a class of words with specific metrical morphology and stylistic features in the written formal corpus of modern Chinese, which need to be combined with a disyllabic constituent in the bare-bones form to form the syllable pattern of “double+double,” which has been under-attended by the teaching community. Within the framework of metrical grammar and stylistic grammar, we statistically analyze the usage bias of conjunctive bisyllabic verbs in the HSK Dynamic Composition Corpus and find that these kinds of words, due to their metrical patterns, stylistic functions, and relatively abstract semantic features, cause a large proportion of metrical syllabic biases that are easy to gather. The bias is caused by both the difficulty of vocabulary acquisition and issues with textbooks and teaching, as well as subjective reasons like learning strategies. In this regard, it is suggested that existing textbooks should be adapted, teachers’ teaching methods should be improved, and learners’ morphological awareness should be enhanced.

Not all grammar errors are equally noticed: error detection of naturally occurring errors and implications for eye-tracking models of everyday texts.

Grammar errors are a natural part of everyday written communication. They are not a uniform group, but vary from morphological errors to ungrammatical word order and involve different types of word classes. In this study, we examine whether some types of naturally occurring errors attract more attention than others during reading, measured by detection rates. Data from 211 Danish high school students were included in the analysis. They each read texts containing different types of errors: syntactic errors (verb-third word order), morphological agreement errors (verb conjugations; gender mismatches in NPs) and orthographic errors. Participants were asked to underline all errors they detected while reading for comprehension. We examined whether there was a link between the type of errors that participants did not detect, the type of errors which they produce themselves (as measured in a subsequent grammar quiz), and the type of errors that are typical of high school students in general (based on error rates in a corpus). If an error is infrequent in production, it may cause a larger surprisal effect and be more attended to. For the three subtypes of grammar errors (V3 word order, verb errors, NP errors), corpus error rates predicted detection rates for most conditions. Yet, frequency was not the only possible explanation, as phonological similarity to the correct form is entangled with error frequency. Explicit grammatical awareness also played a role. The more correct answers participants had in the grammar tasks in the quiz, the more errors they detected. Finally, we found that the more annoyed with language errors participants reported to be, the more errors they detected. Our study did not measure eye movements, but the differences in error detection patterns point to shortcomings of existing eye-tracking models. Understanding the factors that govern attention and reaction to everyday grammar errors is crucial to developing robust eye-tracking processing models which can accommodate non-standard variation. Based on our results, we give our recommendations for current and future processing models.

ZUR ROLLE DER FEHLERKORREKTUR IM PROZESS DER WEITERENTWICKLUNG DER SPRACHKOMPETENZ

As part of the practical language lessons, German language lessons mostly placed great value on speaking and oral communication. In the courses dedicated to the phenomenon of communicative competence and oral error correction, fluency in communication, expressiveness and correct grammatical or lexical-phraseological competence are primarily promoted. It is primarily about the description of the phenomenon of communicative competence, the diagnosis of errors and methods of verbal error correction. This article addresses the question of which foreign language skills should be promoted and developed in German lessons in order to bring the language skills of the learners to a higher level. In addition, it is primarily about the question of which main goals the German lessons should be pursued by teachers and how the corrections regarding mistakes should be made. In surveys and discussions with students, it has often been stated and our teaching experience proves that, in addition to language skills, students should also acquire basic knowledge of interculturality, media, politics, social sciences and others during their studies. These findings show that learners are interested in multidimensional German lessons. It is a primary task of teachers, in addition to expanding foreign language vocabulary, to develop all the necessary skills of their learners in the process of acquiring foreign languages. In addition to the areas mentioned, the article also focuses on an important didactic phenomenon - the language mistakes. The teachers should be able to recognize statements made by their students and to detect their mistakes.

Students’ Errors in Solving Plane Geometry Problems Using E-Learning-based Diagnostic Tests

During the Covid-19 pandemic, the implementation of online and shift learning systems has been identified as one factor contributing to learning loss in mathematics problem-solving skills specifically in plane geometry problems. The primary objective of this research was to investigate the different types of errors committed by junior high school students in Banda Aceh, Indonesia, in solving plane geometry problems using e-learning diagnostic tests. A descriptive qualitative approach was adopted, and 24 Year 8 students were selected as subjects. The data were collected through tests and interviews, and data analysis involved data reduction, data presentation, data verification, and drawing conclusions. The findings revealed that the percentage of students' errors in solving conceptual problems, principal problems, and verbal problems were 76.39%, 68.75%, and 75%, respectively. Subsequently, the results from the second test and interviews with six students showed that students encountered several conceptual errors, including errors in stating angle symbols, errors in identifying the type of shape provided, errors in deducing information regarding properties, perimeter, and area of plane geometry, lack of knowledge regarding the application of the appropriate plane geometry formula, and inability to solve problems using the correct procedure. Principal errors were related to algebraic operations, while verbal errors involved translating problems and improper application of concepts and principles. The understanding of the types of errors will help teachers detect errors made the students early.

PHRASAL VERBS IN WRITTEN NARRATIVE TEXTS OF ELEVENTH GRADE OF SMAN 1 PATI

Students struggle to learn to use phrasal verbs in written English. Books, writings, and social media quotes can all be used as sources. Phrasal verbs are the most common verbs in the English language. However, students must also understand the form of the phrasal verb in order to avoid making errors when writing. This study aimed to analyze the phrasal verbs in the students' written narrative texts in eleventh grade SMAN 1 Pati was used to search for the types of phrasal verbs, the errors in phrasal verbs, and solutions and suggestions from the teachers of English for students. The methods involved ranged from qualitative descriptive to document analysis. The data comes from classes XI MIPA 6, XI MIP SA7, XI IPS 1, and XI IPS 2 collecting narrative texts in pdf using a phrasal verb. The findings of this research revealed that the students' written narrative texts found types of phrasal verbs such as transitive separable, transitive non-separable, and intransitive. Then, errors in phrasal verbs include omission, addition, misformation, and misordering. The solutions and advice from the English teacher are that students should do more reading, writing, listening, and paying attention to the video lessons, memorizing the meaning and applying it in a sentence.

Study on the Performance and Influence of Verbal Errors in Passenger Service of Civil Aviation Cabin Crew

Study on the Performance and Influence of Verbal Errors in Passenger Service of Civil Aviation Cabin Crew

Scrutinizing Grammatical Challenges within Indonesian-developed Mobile Game: ‘Code Atma’

The use of another language can cause barriers to transferring ideas from one language to another, such as grammatical challenges. It happens when the structures for delivering information are different within languages. Grammatical challenges can also occur for Indonesian EFL users. To combat this, various media are continuously developed to assist with language learning and give exposure to the English language in use. Games are an example of excellent learning sources that provide texts, descriptions, and stories. However, games might not be developed by natives and could potentially contain errors. Yet, previous research rarely conducted grammatical error analysis on games. Therefore, this study aimed to investigate the grammatical challenges within the Code Atma game. This study used document analysis to evaluate the grammatical accuracy of the passages in Code Atma. The findings showed that there were 630 grammatical errors, with verb errors accounting for the highest percentage and incomplete sentences for the lowest. is-selection was the type with the highest number of errors, while blends were the lowest. The implications of this study are the improvement of the game’s grammatical aspect, the use of games as EFL learning sources, and the identification of grammatical errors using error analysis.

Understanding Errors in Auxiliary Verb Usage in Korean Primary Students and Young Native English Speaking Children

In this paper, the four possible language acquisition models(the Structure Building Model, the Truncation Model, the Underspecification Model, the Linking Mechanism Switching Model) are considered to examine the auxiliary verb errors produced by the young native English speaking children(L1 young children) and the Korean primary students of English. The prefunctional stage analyses such as the Structure Building Model and the Truncation Model have shown the limitations in explaining the examples such as the interpretation of wh-questions without CP, the movement of default Case subjects within VP without TP and the wh-movement in the utterance of L1 young children, and the difficulties in accounting for the auxiliary verb errors in the Korean primary students over 10 years old, The Underspecification Model has also shown the limitations in explaining the auxiliary verb be insertion errors appearing in Korean primary students’ writings, but not in L1 young children utterance. As a last resort, under the Linking Mechanism Switching Model, it is argued that, unlike English, the syntactic feature checking and agreement in Korean are operated by Merge and Binding rather than Agree and Move. Thus, both L1 young children and Korean primary students have the same syntactic structures based on UG, but the different linking mechanisms of their first languages affect to some extent the process of acquiring English as a first or foreign language. This analysis makes it possible to explain not only the auxiliary verb be insertion errors appearing only in Korean primary students’ writings, but also the similar auxiliary verb errors between L1 young children and Korean primary students. This theoretical study of the auxiliary verb errors needs more experimental studies based on empirical data. However, this theoretical approach is expected to be of a great help in understanding the syntactic processing used by L1 learners and L2 learners.

It's All about My Mother [Language]: The Effect of Mother Language on Spoken Errors Made by EFL Arab Students

There is a paucity of empirical research documenting the errors made by Arab learners, specifically those enrolled in higher education, when acquiring spoken English. The current study examined the most common types of verbal errors made by 20 Arab tertiary students of English in Israel. Data were collected based on in-class oral presentations made by first-year students and observations of English lessons taught by third-year students. The most frequent errors were classified into three main categories: (a) grammar and syntax, (b) pronunciation, and (c) vocabulary choice.  
 
 Errors were documented by the researchers, who also served as course instructors/mentors. A significant number of errors (1050) were documented in the delivery of the presentations and lessons. Analysis of the results suggest that the documented errors are largely attributable to L1 interference (interlingual causes), although some derive from challenges inherent to English itself (intralingual). The importance of this study is that it clarifies the difficulties Israeli Arab learners face while speaking English as a foreign language, which can cast light on potential remedies. 

Grammatical Errors in Writing Recount Texts (A Case Study at The First Year of Senior High School)

Writting in a foreign language is one of the most difficult abilities in learning language skills. The problem occurred because understanding grammatical knowledge and rewording sentence writing was lowering frequency by students. This research aimed to investigate grammatical errors made by students and analyze the causes of language interface errors in writing recount text. Thirty respondents were chosen purposively to be involved in this study. The data collection instruments were conducted by writing text and conducting interviews under causes of grammatical errors. Results from the study revealed that 11 distinct grammatical errors were present in the students' writing: word and sentence level errors. The most prevalent grammatical errors at the word level are tense verb errors 69 (35.38%), and punctuation has 39 (20%) problems. Further, 18 (9.23%) word choice problems followed that. In the meantime, the causes of errors were determined to be intralingual (0.22%) and interlingual (0.7%) errors. It implemented that the teacher should be offered an explanation and correction of any grammatical errors made by students, as well as comments regarding whether or not students were successful in learning English writing material and need more practice.

Sentence Forming Errors Based on the Valence of German Verbs in Student Writing in the Aufsatz II Course

This study aims to describe the form of sentence errors based on the verb valency in the student's essay in the Aufsatz II course and identify the factors that influence the students to make these kind of mistakes. This research used qualitative descriptive method. The data source of this research were the students of the German Literature Department, Universitas Negeri Malang class of 2017 Offering C. The data used in this research are sentence errors based on the verb valency found on the student’s essays and interview results. The results of this research indicate that: (1) Students made mistakes in writing sentences based on the verb valency, with the form of complements errors, such as of Nominativergänzung, Akkusativergänzung, Dativergänzung, Präpositivergänzung, Situativergänzung, Direktivergänzung, sentence errors with reflexive Verben, errors in adding sentence constituents, verb selection errors, and sentence without verb errors, (2) factors that cause those errors were difficulty in learning the German grammar, difficulty in determining the complements required by the verb, Indonesian interference, and rarely practice writing in German.

Pre-Service Teacher Performance and High-School Student Uptake of Oral Corrective Feedback in EFL Classes in Da Nang

The study investigates how pre-service EFL teachers at the University of Foreign Language Studies – the University of Danang (UFLS – UD) perceive and perform oral corrective feedback (OCF); as well as how high-school students respond to OCF. The questionnaire was given to a random group of 32 pre-service teachers, ten classroom observations were made, and five trainees were interviewed. The results demonstrate the types, timing, and target errors of OCF given to learners by novice teachers. Furthermore, despite some matches and mismatches between perception and in-class practices of OCF types, the majority of trainee teachers were aware of the significance and efficiency of correcting verbal errors. As a result, while there were some cases of needs-repair or no uptake produced by learners, successful repairs recorded predominated. The study concludes with practical recommendations to promote future EFL teachers' feedback-giving practices at UFLS-UD in enhancing their professional growth and students' speaking performances at high schools in Danang.

Analyzing the Application of Multimedia Technology Assisted English Grammar Teaching in Colleges

To address the problem that the traditional English composition is manually reviewed, which leads to low efficiency of grammar error checking and heavy teaching burden for teachers and seriously affects the quality of English teaching, a verb grammar error checking algorithm based on the combination of a multilayer rule model and a deep learning model is proposed with current multimedia technology. First, the basic principles and network structure of the long short-term memory network LSTM are specifically analyzed; then, a multilayer rule model is constructed; after that, an attention model-based LSTM verb grammar checker is designed, and a word embedding model is used to encode the text and map it to the status space to retain the textual information. Finally, the proposed algorithm is experimentally validated using the corpus dataset. The experimental results revealed that the accuracy, recall, and F1 values of the proposed algorithm in verb error detection were 45.51%, 28.77%, and 35.5%, respectively, which were higher than those of the traditional automatic review algorithm, indicating that the proposed algorithm has superior performance and can improve the accuracy and efficiency of grammar error detection.