Errors In Word Choice Research Articles

전공 수업 비평 과제 수행에 나타난 인지 과정 분석 연구 -외국인 유학생과 한국인 대학생의 작문 분석을 중심으로-

The present study aims to study the cognitive process of critical reaction papers and to suggest pedagogical implications on the Korean language education for international students at universities in Korea. The reaction papers submitted by 60 Korean language and literature major undergrad students were analyzed according to the cognitive hierarchy of the revised Bloom’s taxonomy. The analysis indicates the followings: (1) the papers of international students were mostly at the low scored level, and a few papers were at the mid scored level; (2) the low-level papers of the international students were mainly at the understand level showing the ability to summarize main points of the source article and to express impressions on the source article. However, it shows frequent spelling errors, word choice errors, and misunderstandings of source article; (3) the mid-level scored papers of the international students were mainly at the apply level showing the ability to make explicit links between the source article and their paper; (4) the high scored papers were mainly at the analyze level and some papers were at the evaluate level showing the ability. However, none of the papers of the international students were at those levels of a cognitive process. The results show that researchers and educators in college need to develop the teaching methods and materials to improve the critical writings of international students in Korea. (Korea University)

Using The List of Minimum Requirements to Analyze Students’ Errors In Their English Compositions

This research was conducted to analyze the errors made by the students in their English compositions. The researchers used the list of Minimum Requirements which was developed by Fountain to analyze the students’ writing errors. Based on the data analysis, it was found that the students made 60 errors altogether in their English compositions entitled About Me. There are nine kinds of error made by the students. The students made 19 errors in punctuation (31.7%), 11 errors in preposition (18.3%), seven errors in concord/agreement (11.7%), seven errors in finite verbs (11.7%), six errors in articles (10%), four errors in spelling (6.7%), two errors in tenses (3.3%), two errors in verb groups (3.3%) and two errors in word choice (3.3%). It is advisable that the list of Minimum Requirements is used as a guideline to help the learners minimize their errors in writing.

The Effects of Written Feedback On ESL Writers’ Ability To Edit Word Choice Errors

This study examines whether indirect written corrective feedback (CF) can enable 45 ESL writers with intermediate language proficiency to self-edit word choice errors classified as conceptual. Using a pre- and immediate post-test design, the study compares the effects of indirect CF under two conditions: errors are marked and coded without (1) and with metalinguistic explanation and (2) with two types of metalinguistic explanation: traditional and cognitive. Accuracy of word choice is measured in a new piece of writing. The results indicate that (1) CF with metalinguistic explanation is more useful than that without explanation (the control group) and (2) cognitive explanation (the cognitive group) appears to be significantly more effective than one drawn on the traditional account of language (the traditional group). The findings suggest that, when the CF attends to word choice errors as conceptual by addressing the mismatch between L2 forms and their conceptual content structured through cognitive frames and conceptual metaphors, ESL student writers are likely to make correct assumptions about syntagmatic connections of L2 words and correct more erroneous words in their L2 writing than when they are exposed to the feedback that approaches word choice errors as simply lexical and focuses on form-form mismatches.

LINGUISTIC ERRORS OF USING INDONESIAN IN FOREIGN LEARNERS’ WRITINGS

This research was aimed at describing errors of using Indonesian in foreign learners’ writings and understanding causing factors of those errors. This research applied qualitative-descriptive approach method. The data were sixteen Indonesian writings written by foreign learners. The findings of this study reveal that there are such linguistic errors related to spelling, such as: errors in capitalization, error in writing affixed and root words, error in writing numbers, error in using punctuations, and error in writing borrowed word; related to morphology, such as: error in using the root, error in morphophonemic process, and error in using affixes; related to syntax, such as: errors in phrase structure and errors in sentence structure; and related to lexicon, such as: the use of pleonastic words, errors in word choice, and the use of unnecessary interrogative words. Moreover, the causing factors of those errors are linguistic and non-linguistic factors. Linguistic factors can be classified into three factors, they are interlingual factor, intralingual factor, and the daily use of Indonesian. Meanwhile, non-linguistic factors can be classified into two factors, they are imperfect language learning and learner’s community environment.

Investigating Linguistic Errors in English Composition: A Case Study of Non-English Department EFL Undergraduate Students

This study aimed at investigating linguistic errors committed by students majoring in Non-English Department in writing English composition. A total of 20 first year students at Economic College IBBI Medan who have taken an English subject course were involved in this study. Their compositions were analyzed for the purpose of scrutinizing linguistic errors they made. In analyzing the data, this study adopted Hubbard (1996) classification of errors including grammatical, syntactic, substance, and lexical errors. The results of data analysis discovered that students committed 352 errors in their compositions with the following frequencies: 82 errors in propositions, 32 errors in tenses, 29 errors in articles, 48 errors in subject verb agreements, 37 errors in word order, 17 errors in capitalization, 21 errors in punctuation, 28 errors in spelling, and 58 errors in word choice. Hence, it is concluded that the most difficult linguistic error that students face is prepositions, while the easiest part of linguistic error that poses difficulty for students is capitalization.

Predicting Machine Translation Comprehension with a Neural Network

Comprehension of natural language translations is dependent upon several factors including textual variables (grammatical, spelling, and word choice errors, sentence complexity, etc.) and human variables (language fluency, topic knowledge, motivation, dyslexia, etc.). An individual reader’s understanding of machine-generated translations can vary widely because of the lower accuracy usually associated with this technology. Prior studies have had mixed results in predicting which variables have the greatest influence on translation comprehension. In the current study, we employ an artificial neural network to analyze survey responses and reading test scores, resulting in a significantly correlated forecast of reading comprehension. Thus, we are able to offer better predictions to identify which readers might have a better grasp of content from garbled translations.

AN ERROR ANALYSIS ON THE APPROPRIATENESS OF WORD CHOICE IN WRITTEN TEXT OF ENGLISH EDUCATION DEPARTMENT STUDENTS

The article aims at describing the appropriateness of word choice and its causes in written text. An error analysis was conducted to the second semester students of English Education in a university in Central Java to investigate errors in word choice. The errors are categorized in superficial descriptive categories (morphosyntactic and lexical derivational and pragmatics) and complementary descriptive categories (lexical syntactic, semantic and collocational problems and overlap, logicality and topic knowledge). Based on these categories, errors committed by students in word choice are caused by lack of vocabulary, lack of holistic understanding in grammar, lack of interaction with target language, lack of research of the topic given, not rereading their own texts, and being too dependent on bilingual dictionaries. Most of errors that are produced by students however did not hinder readers’ comprehension but still needs to get a thorough attention.

Word Choice Errors in Chinese Students' English Writing and How Online Writing Center Tutors Respond to Them

Word Choice Errors in Chinese Students' English Writing and How Online Writing Center Tutors Respond to Them

An Error Analysis in Word Choices in Korean-English Translation

It is worthless to mention that selecting correct words in translation is very important because misusing words gives readers wrong information. However, using correct English words is difficult for Korean students because English and Korean belong to different language groups and they are very different in terms of word forms and usage. What is more, they learn English in EFL situation where there is very little authentic language input. Given such facts, it is not surprising for Korean students to make word choice errors when translating Korean source text into English. Accordingly, to reduce word choice errors, it is meaningful to analyse what factors cause word choice errors and in which situations word choice errors happen. For this purpose, this paper analyses lexical errors on the basis of 9 categories (too general, too specific, terminology, register, addition, omission, part of speech, spelling and collocation) from 19 assignments in two different genres translated by Korean students in the first semester of the master degree course of interpreting and translation. As a result of that, it is found that Korean students make lexical errors because of first language transfer and insufficient vocabulary usage knowledge in the target language. To solve the problems, Korean students should focus on studying vocabulary quality such as usage and the different semantic features between the two languages as well as vocabulary quantity. This paper concludes that education which focuses on instruction in vocabulary usage in different contexts, which offers opportunities to practice the usage, and which provides sufficient authentic input should be given in order to translate source texts into target texts with native-like expression.

Thought disorder and nucleus accumbens in childhood: a structural MRI study

Thought disorder has been described as a hallmark feature in both adult and childhood-onset schizophrenia. The nucleus accumbens (NAc) has been repeatedly proposed as a critical station for modulating gating of information flow and processing of information within the thalamocortical circuitry. The aim of the present study was to investigate the relationship of thought disorder measures, which were administered to 12 children with schizophrenia and 15 healthy age-matched controls, and NAc volumes obtained from high-resolution volumetric magnetic resonance imaging analyses. The propensity for specific thought disorder features was significantly related to NAc volumes, despite no statistically significant differences in the NAc volumes of children with schizophrenia and normal children. Smaller left NAc volumes were significantly related to poor on-line revision of linguistic errors in word choice, syntax and reference. On the other hand, underuse of on-line repair of errors in planning and organizing thinking was significantly associated with decreased right NAc volumes. The results of this pilot study suggest that the NAc is implicated in specific thought patterns of childhood. They also suggest that subcortical function in the NAc might reflect hemispheric specialization patterns with left lateralization for revision of linguistic errors and right lateralization for repair strategies involved in the organization of thinking.

Correcting Common Grammar Problems

This experienced editor has developed a list of frequent grammatical mistakes in nursing manuscripts. She provides a reference guide for editing manuscripts in this article. Editing your manuscript before you submit it for publication is an essential step in the authoring process. In addition to verifying facts and tightening your writing, the revision should include attention to spelling, grammar, punctuation, and word usage. Errors in these basics of the writer's craft can lead an editor to suspect errors in the substance of your work. The most common errors I've encountered in nurses' writing involve the failure to match the plural and singular forms of nouns and verbs in an effort to deal with gender problems, as well as the inappropriate use of the plural pronoun “their” for the same reason. Authors tend to have the same style problems in all their writing, for example, using too few or too many commas. Revision should focus on your specific weaknesses while also including a check on other common errors. Table 1 includes common errors in word choice, punctuation, and usage that seem to plague nurses' written work along with examples and suggestions for revisions. Although there are many rules of English usage, these are the ones which tend to give nurses the most difficulty. Assure, Ensure, Insure Comprise, Consists Denote, Connote Effect, Affect e.g. vs. i.e. Imply, Infer Led, Lead Loose, Lose Nauseated, Nauseous Regime, Regimen Since, Because Too, To Which, That Apostrophe (') Colons (:) Commas (,) Hyphens (-) Parentheses () Quotation Marks (“ ”) Semicolons (;) Abbreviations Capitalization Plurals/Singulars This list of editing tips was developed based on my work with nurse authors as an Associate Editor of American Journal of Nursing, an editorial board member of Journal of Nursing Education and Journal of Continuing Education in Nursing, and as a sponsor of doctoral dissertations at Teachers College, Columbia University and thesis advisor at Western Connecticut State University. Nurse authors can use the suggestions to edit their manuscripts before submission, while nurse editors can use these guidelines to edit final manuscripts. Nurse managers, educators, and clinical nurse specialists can also use the suggestions to edit project proposals and reports as well. After you notice the common mistakes in nursing manuscripts, it becomes easy to pick out the problems. Try editing the following paragraph using the tips from Table 1 (There is extra space between the lines so you can edit the paragraph right here). Develop a nurse participation system for unit decisions. Some decisions that can be made by staff are ones requiring only unit changes while those requiring multidisciplinary involvement must be made by a hospital wide committee. Nurses need to be involved in making the decision on matters which effect them. The nurse's decisions are usually the correct ones for their unit. Now, compare your editing with the one below. In the section below deleted words are crossed out and added ones are in bold. Develop a nurse-participation system for unit decisions. Some decisions that can be made by staff are ones requiring only unit changes, while those requiring multidisciplinary involvement must be made by a hospital-wide committee. Nurses need to be involved in making the decisions on matters that affect them. The nurses' decisions are usually the correct ones for their unit. Editing helps to correct grammar and clarify your ideas so that your main points are communicated quickly to the reader.—Andrea B. O'Connor Ed.D, RN, Director and Professor, Department of Nursing, Western Connecticut State University in Danbury, Connecticut.