In order to deal with errors made by L2 learners, three approaches to learners' performance (i.e. linguistic behaviour ) will be discussed here:
1. Contrastive Analysis CA.
2. Error Analysis EA
3. Interlanguage IL.
Contrastive Analysis (CA) compares the linguistic structures of two languages to determine their similarities and differences. The Contrastive Analysis Hypothesis (CAH) states that similarities between languages will be easy for learners, while differences can cause difficulties. CAH predicts learners will transfer habits from their native language, so similar structures will be easy and different structures hard. CA was used to establish a hierarchy of difficulty to identify where learners may make errors and need instruction. However, CA has limitations as some studies found learners did not struggle most with structures differing from their L1.
This document provides an overview of contrastive analysis, error analysis, and interlanguage as approaches to studying second language acquisition. It discusses how contrastive analysis focused on comparing the structures of the first and second languages but overpredicted errors and underpredicted learner abilities. Error analysis emerged to analyze actual learner errors and view them as insights into the learning process rather than bad habits. Interlanguage built on this by conceptualizing learners as developing rule-governed transitional systems between their first and second languages as they learn.
Learner language, also known as interlanguage, refers to a language system that develops between a learner's native language and the target language being learned. This developing system has characteristics of both the native language and target language, as well as general patterns that emerge across learners. Studying learner language and the errors they make provides insight into how learners acquire a new language over time and the developmental sequences they progress through, such as first acquiring simple grammatical structures before more complex ones. While the first language influences the interlanguage, many developmental patterns are similar across learners of different native languages.
Contrastive analysis (ca) by structuralistareejsalem6
Contrastive analysis compares the linguistic structures of two languages to determine their similarities and differences. The contrastive analysis hypothesis states that similarities between languages will be easy for learners, while differences may cause difficulties. It predicts learners will transfer habits from their native language, do well on similar structures but struggle with different ones. For example, Arabic learners of English may have trouble with the SVO word order in English since Arabic is VSO. The hierarchy of difficulty identifies where learners are expected to make errors to help target instruction. However, some studies found learners did not always struggle most with structures differing most from their first language. While the audiolingual method aimed to establish good habits through repetition, contrastive analysis has
Learner language refers to the type of language produced by learners in the process of learning a second language. Studying learner language helps teachers understand what can be reasonably expected in the classroom and helps learners be aware of the steps of acquiring a second language. It also provides insight into the errors learners make. There are different types of errors including omission, misinformation, misunderstanding, and transfer errors from the first language. The development of learner language follows sequences of acquisition and accuracy, moving from early stages like silent periods to producing language in chunks and simplifying forms before mastering grammatical rules.
Chapter three -Approaches to the study of second language acquisition-All.pptFawziEltayeb
This chapter tries to answer the question : How an L2 acquired ?
By manipulating the following approaches of second language acquisition :
1.Behaviouristic Approach
2.Cognitive /Psychological Approach
3.Creative Construction Approach
4. Sociological Approach
The document discusses errors in second language acquisition and the role of interlanguage grammar and universal grammar. It notes that L2 learners' errors are systematic and reflect their developing knowledge of the target language grammar. The document discusses criticisms of contrastive analysis and theories that attribute errors solely to L1 transfer. It argues that L2 learners appear to acquire abstract grammatical properties not fully determined by input or L1, suggesting UG constraints L2 learning. Studies of question formation and other phenomena provide evidence that L2 learners' grammars are constrained by UG.
This study examines how cross-linguistic influences and markedness affect second language learners' acquisition and use of derivational morphemes in English. The study analyzes essays written by TOEFL exam takers with native languages of Spanish, Italian, German, Turkish, Arabic, and Japanese. It looks at instances of the affixes -ness, -ity, -ment, -ful, -less, and -ly to identify errors that may be attributed to cross-linguistic influences or markedness. The results will add to research on how these factors hinder or help the complex process of second language word formation.
Contrastive Analysis (CA) compares the linguistic structures of two languages to determine their similarities and differences. The Contrastive Analysis Hypothesis (CAH) states that similarities between languages will be easy for learners, while differences can cause difficulties. CAH predicts learners will transfer habits from their native language, so similar structures will be easy and different structures hard. CA was used to establish a hierarchy of difficulty to identify where learners may make errors and need instruction. However, CA has limitations as some studies found learners did not struggle most with structures differing from their L1.
This document provides an overview of contrastive analysis, error analysis, and interlanguage as approaches to studying second language acquisition. It discusses how contrastive analysis focused on comparing the structures of the first and second languages but overpredicted errors and underpredicted learner abilities. Error analysis emerged to analyze actual learner errors and view them as insights into the learning process rather than bad habits. Interlanguage built on this by conceptualizing learners as developing rule-governed transitional systems between their first and second languages as they learn.
Learner language, also known as interlanguage, refers to a language system that develops between a learner's native language and the target language being learned. This developing system has characteristics of both the native language and target language, as well as general patterns that emerge across learners. Studying learner language and the errors they make provides insight into how learners acquire a new language over time and the developmental sequences they progress through, such as first acquiring simple grammatical structures before more complex ones. While the first language influences the interlanguage, many developmental patterns are similar across learners of different native languages.
Contrastive analysis (ca) by structuralistareejsalem6
Contrastive analysis compares the linguistic structures of two languages to determine their similarities and differences. The contrastive analysis hypothesis states that similarities between languages will be easy for learners, while differences may cause difficulties. It predicts learners will transfer habits from their native language, do well on similar structures but struggle with different ones. For example, Arabic learners of English may have trouble with the SVO word order in English since Arabic is VSO. The hierarchy of difficulty identifies where learners are expected to make errors to help target instruction. However, some studies found learners did not always struggle most with structures differing most from their first language. While the audiolingual method aimed to establish good habits through repetition, contrastive analysis has
Learner language refers to the type of language produced by learners in the process of learning a second language. Studying learner language helps teachers understand what can be reasonably expected in the classroom and helps learners be aware of the steps of acquiring a second language. It also provides insight into the errors learners make. There are different types of errors including omission, misinformation, misunderstanding, and transfer errors from the first language. The development of learner language follows sequences of acquisition and accuracy, moving from early stages like silent periods to producing language in chunks and simplifying forms before mastering grammatical rules.
Chapter three -Approaches to the study of second language acquisition-All.pptFawziEltayeb
This chapter tries to answer the question : How an L2 acquired ?
By manipulating the following approaches of second language acquisition :
1.Behaviouristic Approach
2.Cognitive /Psychological Approach
3.Creative Construction Approach
4. Sociological Approach
The document discusses errors in second language acquisition and the role of interlanguage grammar and universal grammar. It notes that L2 learners' errors are systematic and reflect their developing knowledge of the target language grammar. The document discusses criticisms of contrastive analysis and theories that attribute errors solely to L1 transfer. It argues that L2 learners appear to acquire abstract grammatical properties not fully determined by input or L1, suggesting UG constraints L2 learning. Studies of question formation and other phenomena provide evidence that L2 learners' grammars are constrained by UG.
This study examines how cross-linguistic influences and markedness affect second language learners' acquisition and use of derivational morphemes in English. The study analyzes essays written by TOEFL exam takers with native languages of Spanish, Italian, German, Turkish, Arabic, and Japanese. It looks at instances of the affixes -ness, -ity, -ment, -ful, -less, and -ly to identify errors that may be attributed to cross-linguistic influences or markedness. The results will add to research on how these factors hinder or help the complex process of second language word formation.
This study examines how cross-linguistic influences and markedness affect second language learners' acquisition and use of derivational morphemes in English. The study analyzes essays written by TOEFL exam takers with native languages of Spanish, Italian, German, Turkish, Arabic, and Japanese. It looks at instances of the affixes -ness, -ity, -ment, -ful, -less, and -ly to identify errors that may be attributed to cross-linguistic influences or markedness. The results will add to research on how these factors hinder or help second language word formation.
This document discusses explaining errors in second language acquisition. It describes several steps in explaining errors: identifying potential sources of errors such as psycholinguistic, sociolinguistic, epistemic or discourse-based factors; distinguishing between errors and mistakes; and categorizing errors as interference/transfer errors from the first language or as intralingual errors involving overgeneralization, incomplete rule application, or false concepts. The document also notes challenges in reliably distinguishing between error types and sources.
Pedagogical Exploitation of Contrastive Analysiszahraa Aamir
There are three main points summarized from the document:
1. Contrastive analysis (CA) can be used to predict areas of difficulty for language learners, diagnose errors, and inform test and course design by comparing the learner's first language (L1) with the target second language (L2).
2. There are two types of CA - theoretical, which looks at universal linguistic categories in L1 and L2, and applied, which focuses on how a category in L1 is represented in L2. Applied CAs are used more directly for language teaching.
3. CA can predict difficulties, errors, and the tenacity of errors. However, it is limited in the number of errors
Second Language Acquisition (Error Analysis)Emeral Djunas
This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
The document discusses approaches to describing learner language, focusing on analyzing learner errors. It describes how early work analyzed errors to determine if they resulted from first language transfer or creative rule construction. Researchers also used error analysis to challenge behaviorist views of second language acquisition. The document outlines Corder's steps for error analysis research, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating errors. It notes both benefits and limitations of error analysis as a research tool.
This document discusses learner language and interlanguage. It defines interlanguage as the developing language system of second language learners. Key points made include: (1) Learner language follows systematic developmental sequences, even when learners have different first languages; (2) Errors made by learners reflect their current understanding of the target language and are part of the learning process; (3) While first language influence exists, many errors result from generalization, overgeneralization, and simplification as learners develop rules of the new language.
This document provides a summary of error analysis and its historical background. It discusses how error analysis evolved from contrastive analysis in the 1960s. Contrastive analysis predicted errors based on differences between a learner's native language and the target language but did not accurately predict all errors. Error analysis emerged in the 1970s as a superior alternative that studied all types of learner errors without relying solely on native language influences. The document outlines the typical steps in conducting an error analysis, including collecting language samples, identifying errors, describing errors, and explaining error sources. It also discusses theoretical perspectives like interlanguage theory and different types of errors learners may make. Finally, it notes that error evaluation was a supplementary step to determine which errors required instruction but
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Using do-it-yourself corpora in EAP-A tailore-made resourceothellojoan
This document discusses the use of do-it-yourself (DIY) corpora in English for Academic Purposes (EAP) teaching and learning. DIY corpora refer to small, specialized databases of electronic texts built by users for specific purposes. The document outlines how DIY corpora can be used indirectly by teachers to prepare course materials in unfamiliar domains, and directly by students to develop topic-specific vocabulary and language skills. Both teachers and students can benefit from using DIY corpora, but challenges may include the time needed to build corpora and technical issues. Overall, DIY corpora provide a tailored resource for developing domain-specific English proficiency when used appropriately.
This document discusses learner language and interlanguage. It defines interlanguage as the developing language system of second language learners. Learners create interlanguage rules from input and hypotheses, and their interlanguage changes over time as rules are added, altered, or deleted. Errors are an important part of interlanguage development and can indicate progress. The document also discusses factors like generalization, overgeneralization, transfer from L1, and developmental sequences that influence interlanguage.
Interlanguage and the natural route of development ellis ch. 3Masrizal Mahmud
This document discusses interlanguage theory and how second language learners acquire a new language. It proposes that learners pass through distinct stages of development, constructing rule systems that are influenced by their first language but gradually become more like the target language. Several studies are summarized that examine how learners acquire language structures like negation, interrogation, and relative clauses over time, with their interlanguages transitioning from more error-prone to more target-like. Methodological issues with interlanguage research are also addressed.
The document discusses second language acquisition (SLA). It defines SLA as the study of how people learn a language after their native tongue. The goals of SLA are to understand and describe how learners acquire an L2 over time in terms of their pronunciation, vocabulary and grammar. It also aims to explain the internal cognitive and external social factors that influence L2 acquisition. Two case studies are described: one of an adult learning English and one of two children learning English in a classroom.
The document summarizes some contrasts between ancient and modern language learning and provides inspiration for changing approaches to teaching ancient languages. It discusses how ancient language instruction focuses on examining and translating texts, while modern languages emphasize communication. It also outlines different learning theories and how technology could enhance language learning by facilitating social interaction and using audio/visual media. The document concludes by stating resources are available to evaluate potential changes to ancient language instruction.
The Translation of English Collocations into Kurdish: Problems and SolutionsZana Ibrahim
This document is a research paper submitted to the University of Sulaimani for the degree of Bachelor in May 2015. The paper investigates the translation of English collocations into Kurdish, specifically the problems students encounter and potential solutions. It begins with an abstract that outlines the study and its objectives. The paper is divided into four chapters that discuss collocations and their categorization, analyze data collected from a group of students, and conclude with general problems, solutions, and suggestions.
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015Martin Cisneros
Are your EL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELs in meeting the Common Core State Standards.
Erroranalysispresentation 120521215028-phpapp01loyola college
Error Analysis (EA) is a technique that aims to systematically describe and explain deviations in a learner's language. EA helps understand the process of second language acquisition by showing statistically the linguistic areas and errors learners encounter. The errors provide valuable feedback to teachers and learners on strategies and progress, and insights to researchers on the nature of language learning. EA classifies errors as interlingual, due to influence from the first language, or intralingual, due to overgeneralization or influence from the second language. Critics note errors may be wrongly classified and EA only focuses on what learners cannot do, not the learning process.
The document summarizes the goals and activities of the Boston Public Schools FLAP (Foreign Language Assistance Program) Chinese program. It discusses developing curriculum and assessments to increase Mandarin proficiency among students from kindergarten through grade 12. Benchmark assessments are given to track student progress, and results from the 2011 assessments show that the long-term Chinese program students met proficiency targets, while the newer students did not yet reach the goals. Ongoing professional development for teachers aims to continue improving language instruction.
This document summarizes key topics in second language acquisition (SLA) including:
1. SLA draws on linguistics, psychology, and first language acquisition to understand how people learn a new language.
2. Learners' first language influences their second language development through transfer of features and in the formation of an interlanguage.
3. Variation exists between a learner's competence and performance due to processing constraints and other factors like communication demands.
Chapter two -First Language Acquisition -All.pptFawziEltayeb
This document discusses four approaches to first language acquisition:
(1) The behaviorist/environmentalist approach views language as learned through imitation, reinforcement, and habit formation. However, it does not explain all aspects of language development in children.
(2) The innatist/nativist approach posits that children are born with an innate language acquisition device (LAD) that enables them to unconsciously learn the rules of their native language.
(3) The cognitivist approach sees language development as linked to children's intellectual growth and their use of strategies like generalization.
(4) The interactionist approach emphasizes that language develops through interactions between a child and their social environment, like caretaker speech adapted for
Applied linguistics covers several areas including language teaching, language policy and planning, speech therapy/pathology, lexicography and dictionary making, translation and interpretation, and computer assisted language learning. It provides the intellectual basis for advances in language teaching and helps address problems in language teaching by drawing on linguistics. Applied linguistics also plays a role in language policy and planning, speech therapy, dictionary making, translation training, and computer assisted language learning software. The focus of applied linguistics is the language learner, their acquisition, behavior, language processing, motivation, errors, attitude, and aptitude.
More Related Content
Similar to Chapter 4. -- Approaches to Learners’ Performance- ALL.ppt
This study examines how cross-linguistic influences and markedness affect second language learners' acquisition and use of derivational morphemes in English. The study analyzes essays written by TOEFL exam takers with native languages of Spanish, Italian, German, Turkish, Arabic, and Japanese. It looks at instances of the affixes -ness, -ity, -ment, -ful, -less, and -ly to identify errors that may be attributed to cross-linguistic influences or markedness. The results will add to research on how these factors hinder or help second language word formation.
This document discusses explaining errors in second language acquisition. It describes several steps in explaining errors: identifying potential sources of errors such as psycholinguistic, sociolinguistic, epistemic or discourse-based factors; distinguishing between errors and mistakes; and categorizing errors as interference/transfer errors from the first language or as intralingual errors involving overgeneralization, incomplete rule application, or false concepts. The document also notes challenges in reliably distinguishing between error types and sources.
Pedagogical Exploitation of Contrastive Analysiszahraa Aamir
There are three main points summarized from the document:
1. Contrastive analysis (CA) can be used to predict areas of difficulty for language learners, diagnose errors, and inform test and course design by comparing the learner's first language (L1) with the target second language (L2).
2. There are two types of CA - theoretical, which looks at universal linguistic categories in L1 and L2, and applied, which focuses on how a category in L1 is represented in L2. Applied CAs are used more directly for language teaching.
3. CA can predict difficulties, errors, and the tenacity of errors. However, it is limited in the number of errors
Second Language Acquisition (Error Analysis)Emeral Djunas
This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
The document discusses approaches to describing learner language, focusing on analyzing learner errors. It describes how early work analyzed errors to determine if they resulted from first language transfer or creative rule construction. Researchers also used error analysis to challenge behaviorist views of second language acquisition. The document outlines Corder's steps for error analysis research, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating errors. It notes both benefits and limitations of error analysis as a research tool.
This document discusses learner language and interlanguage. It defines interlanguage as the developing language system of second language learners. Key points made include: (1) Learner language follows systematic developmental sequences, even when learners have different first languages; (2) Errors made by learners reflect their current understanding of the target language and are part of the learning process; (3) While first language influence exists, many errors result from generalization, overgeneralization, and simplification as learners develop rules of the new language.
This document provides a summary of error analysis and its historical background. It discusses how error analysis evolved from contrastive analysis in the 1960s. Contrastive analysis predicted errors based on differences between a learner's native language and the target language but did not accurately predict all errors. Error analysis emerged in the 1970s as a superior alternative that studied all types of learner errors without relying solely on native language influences. The document outlines the typical steps in conducting an error analysis, including collecting language samples, identifying errors, describing errors, and explaining error sources. It also discusses theoretical perspectives like interlanguage theory and different types of errors learners may make. Finally, it notes that error evaluation was a supplementary step to determine which errors required instruction but
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Using do-it-yourself corpora in EAP-A tailore-made resourceothellojoan
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2. Learners' first language influences their second language development through transfer of features and in the formation of an interlanguage.
3. Variation exists between a learner's competence and performance due to processing constraints and other factors like communication demands.
Similar to Chapter 4. -- Approaches to Learners’ Performance- ALL.ppt (20)
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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"Learn about all the ways Walmart supports nonprofit organizations.
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3. 4-1 Introduction :
Learners’ performance is the actual
utterances that the learner produces .
Learners’ performance contains
both acceptable (i.e. correct ) and
non-acceptable utterances (i.e. errors
) . Errors are considered important
determinants of SLA process.
5. In order to deal with errors made by L2
learners, three approaches to
learners' performance (i.e.
linguistic behaviour ) will be discussed
here:
6. In order to deal with errors made by L2
learners, three approaches to
learners' performance (i.e. linguistic
behaviour ) will be discussed here:
1. Contrastive Analysis CA.
2. Error Analysis EA
3. Interlanguage IL.
7.
8. What is CA?
CA is a term introduced by the
behaviourists in order to explain
how L1 habits interfere with or
affect the L2 learning process.
.
9. The goal of CA
The goal of CA was to “identify and
catalogue the structural similarities
and differences between languages.”
10. Contrastive Analysis
The importance of CA:
Areas of
similarities
Areas of
differences
Are predicted to aid the
acquisition process
Are predicted to impede
the acquisition process
11. 4.2.1 The rationale of CA
The rationale for undertaking CA in L2
learning is derived mainly from the
following two factors :
12. 4.2.1 The rationale of CA
(i) Practical experience of L2 teachers:
A number of errors made by students can be attributed
to their first languages. For instance , Arab learners of
English substitute /p/ with /b/ because /p/ does not
occur in Arabic as a separate phoneme . It occurs in
few cases as allophones of /b/ as in the word ' prison'
or ' holding or keeping back'
13. 4.2.1 The rationale of CA
(ii) The theory of transfer:
Transfer in learning a task of an L2 is either
facilitated or impeded by learning of a previous
task of an L2.
14. The rationale of CA
Practical experience of L2 teachers
The theory of transfer
17. Transfer
(i) Positive Transfer : Facilitates learning or
has a positive influence on the command of
a skill or part of the L2 due to similarity
between L1 & L2. (e.g. the sound /s/ is
available in English and Arabic also the
words 'Mango' and 'Lemon' are also found
in both Arabic and English .
18. Transfer
(ii) Negative transfer : Impedes learning
or has a negative influence on the
command of a skill or part of the L2
due to differences between L1 & L2.
(e.g. the sound /v/ is available in
English but not in Arabic . For more
example of negative transfer see page
53 .
20. Transfer
Impedes learning or has
a negative influence on
the command of a skill
or part of the L2 due to
differences between L1
& L2.
Positive
Negative
This Ahmed.
21. 4.2.2 Factors of Negative Transfer
There are a number of factors responsible for
negative transfer in the learner's
performance
22. 4.2.2 Factors of Negative Transfer
(i) Limited quantity of L2 input
23. 4.2.2 Factors of Negative Transfer
(i) Limited quantity of L2 input
(ii) Age : Negative transfer seems to appear
more in adults performance rather
than in children's performance
particularly in the first stages of an L2
learning process.
24. 4.2.2 Factors of Negative Transfer
(iii) Linguistic distance between L2 and L1 :
Negative transfer increases proportionally to
the linguistic differences between the L2
and the learner's L1, as between English
which is an Indo-European language and
Arabic which is a Semitic language.
25. 4.2.2 Factors of Negative Transfer
(iv) Focus : Negative transfer is likely to
occur if the learner's focus is only on
correct grammatical forms rather than
on successful communication .
26. Limited quantity of L2 input
Factors of Negative Transfer
Age
Linguistic distance between L2 and L1
Focus
28. 4-2-3 CAAssumptions
(i) The prime cause of difficulty and error in L2
learning is interference coming from the
learners' L1.
29. 4-2-3 CAAssumptions
(i) The prime cause of difficulty and
error in L2 learning is interference
coming from the learners' L1.
(ii) The greater these differences are , the
harder the learning difficulties will be.
30. 4-2-3 CAAssumptions
(iii) The results of the comparison
between the two languages are needed
to predict the difficulties and errors
which may occur in learning the L2.
31. 4-2-3 CAAssumptions
(iii) The results of the comparison
between the two languages are needed
to predict the difficulties and errors
which may occur in learning the L2.
(iv) The differences found by CA will be
the focus of language teaching.
32. 4.2.4 CA Hierarchy of difficulty
( i) Split : L1 has one form , whereas the L
has two or more form ( Arabic has one bilabia
stop /b/ , whereas English has two bilabia
stops /p/ and /b/ )
33. 4.2.4 CA Hierarchy of difficulty
(ii) New category : it exists in the L2 but
not in the L1 ( Arabic does not have
forms for indefiniteness but English has
two ''a'' and '' an'')
34. 4.2.4 CA Hierarchy of difficulty
(iii) Absent category : English nouns have
natural gender whereas Arabic nouns have
grammatical gender
35. 4.2.4 CA Hierarchy of difficulty
(iv) Coalesced forms : L1 has two
forms or more , whereas the L2 has one
( Arabic has several negators , ال
ما
ليس
لم
لن whereas English has mainly one ,
not )
36. 4.2.4 CA Hierarchy of difficulty
(v) Complete correspondence : A form in
an L1 is the same or roughly the same
as a form in an L2 . ( The past tense is
available in English and Arabic )
37. Absent Category
Split
New Category
CA Hierarchy of difficulty
Coalesced forms
Complete correspondence
L1 has one form L2 has two or more:
(Arabic has one /b/ English has /p/ & /b/)
It exists in L2 but not in L1: (Arabic
doesn’t have forms of indefiniteness
but English has ‘a’ & ‘an’)
English nouns have natural gender
Arabic nouns have grammatical gender
L1 has two forms or more, L2 has one:
(Arabic has many negators, ال
,
ما
,
لم ،لن
English has mainly one ‘not’)
A form in an L1 is the same or roughly
the same as a form in L2:
(past simple in English and Arabic)
38. 4-2-5 CA Methodology
Accurate and explicit descriptions of
languages under comparison are a
prerequisite for any CA.
With the availability of the descriptions ,
the CA will be undertaken by using the
following techniques :
40. 4-2-5 CA Methodology
(ii) The tasks selected should be
compatible from the theoretical point of
view.
41. 4-2-5 CA Methodology
(iii) The tasks selected should be
described in the same way, i.e. using the
same model of description such as
traditional, structural, generative .
45. 4-2-5 CA Methodology
New supporters of CA propose the following
steps of CA:
(1) Build hypotheses on the possible positive
and negative transfer and empirically test
these hypotheses.
47. 4-2-5 CA Methodology
(2) Analyze the data and then
accept or reject hypotheses or
predictions.
(3) Build teaching materials on
the obtained results.
48. 4.2.6 CA and L2 Teaching
On the basis of the CA assumptions
discussed above , a number of claims
have been made in L2 teaching :
49. 4.2.6 CA and L2 Teaching
On the basis of the CA assumptions
discussed above , a number of claims
have been made in L2 teaching :
(i) The most effective teaching
materials are based upon a CA
between a learner’s L1 and L2.
50. 4.2.6 CA and L2 Teaching
(ii) Criteria for selecting testing items
can ideally be done on the basis of CA.
51. 4.2.6 CA and L2 Teaching
(ii) Criteria for selecting testing items
can ideally be done on the basis of CA.
(iii) The importance of CA in choosing
teaching material as a method of
preventing L1 transfer and remedying
errors.
52. 4.2.6 CA and L2 Teaching
(iv) CA could be very helpful in
drawing up a curriculum.
53. 4.2.6 CA and L2 Teaching
(iv) CA could be very helpful in
drawing up curriculums.
(v) CA is very useful in homogeneous
classroom more than in heterogeneous
classroom
54. 4.2.7 CA Critics
CA is mainly criticized for :
(i) CA is based on the notion of
‘habit-formation’ which neglects
the role of the mind in the SLA
process.
55. 4.2.7 CA Critics
(ii) The adequate knowledge of
languages to be contrasted may not
be possessed by some researchers.
56. 4.2.7 CA Critics
(iii) Overpredictions of errors :
The English affricate /tʃ/ , for example , is
predicted to be difficult for Arab learners since
it does not exist in Arabic , but from experience
with Saudi Arabian learners is not so .
57. 4.2.7 CA Critics
(iv) Underprediction of errors :
Certain errors cannot be discovered or justified
on the basis of CA such as : '' goed, comed
and hurted '' .
58. 4.2.7 CA Critics
(v) Contrast between an L1 & L2 alone does not
tell much about how a learner goes about the
learning process of a task.
59. 4.2.8 CA Defense
(a) CA is not necessarily connect with '
habit –formation ' but it is based on
transfer theory as being an integral
factor in the L2 learning process .
One- third of the errors committed
by L2 learners can be traced to L1
transfer , hence, CA is actually
indispensable in explaining L1
transfer into L2 learning.
60. 4.2.8 CA Defense
(b) At present, different aspects of most
known languages are written in
English . This may reduce the
criticism against the researchers who
do not have adequate knowledge of
the languages to be contrasted ,
since through the help of English
language , languages may be
compared.
61. 4.2.8 CA Defense
(c) Overprediction may be due to poor
analysis or poor predictions about
what is difficult and what is not . It
could be due to avoidance strategy.
62. 4.2.8 CA Defense
(d) For underprediction , CA is not the
only substantial approach for L2
learning and teaching , but it can be a
very useful approach for teachers
and can assist them in their duties .
63.
64. At the end of the 1960s , researchers
began to realize that not all errors
in L2 learning could be explained on
the basis of linguistic differences
between L1 and L2
65. It also that CA was seen to concentrate on the
L2 teacher rather than on the L2 learner.
This led to a shift from teaching to learning
and concentration on error ( i.e.
inappropriate form ) that learners regularly
produce in the process of learning an L2 .
67. Error Analysis
What is EA?
EA is a technique which aims to
describe and explain the systematic
nature of deviations or errors
generated in the learner’s language.
68. 4.3.1 The importance of EA
The importance of EA techniques is listed in
the following points :
(i) EA helps to understand the process of
SLA.
(ii) EA figures out statistically the
troublesome linguistic areas or errors that
L2 learners encounter in learning.
69. 4.3.1 The importance of EA
(iii) Errors provide valuable feedback to
both teachers and learners regarding
learner strategies and progress.
(iv) Errors provide researchers with insights
into the nature of SLA process.
70. 4.3.2 EA and CA differences
EA is different from CA in :
1- EA is not restricted to errors caused by
negative transfer from the L1, it covers all
types of errors such as overgeneralization
errors.
71. 4.3.2 EA and CA differences
2.EA, unlike CA, provides data on real
problems and this may lead to correct
solutions in the L2 teaching.
72. 4.3.2 EA and CA differences
3. EA is not confronted with problems such as
accurate and explicit descriptions of languages,
compatibility, adequate knowledge of the
contrasted languages, etc, that may face .
73. 4.3.3 EA Methodology
EA is undertaken by using the following
techniques :
1. Collection of errors
2-Identification of errors : by telling what kind of
deviation from the L2 norm is .
3. Classification of error types (See figure 4.2. /
page 64 -for errors classification with examples
for EFL Arab students)
4. Statement of relative frequency of error types
74. 4.3.3 EA Methodology
5-Identification of the areas of difficulty in the L2
6- Determination of the source of errors such as L1
transfer , overgeneralization , inconsistencies in the
spelling system of the L2 , etc.
7. Determination of the seriousness of the error in
terms of communication and L2.
8. Remedy by the teacher in the classroom by
designing special drills , lessons, etc.
75. 1. Collection of errors
2. Identification of errors
EA Methodology
3. Classification of error types
76. EA Methodology
4. Statement of relative
frequency of error types
5. Identification of the areas
of difficulty in the L2
6. Determination of
the source of errors
78. Classification of Errors
Interlingual Errors Intralingual Errors
Or
Transfer Errors,
i.e. Errors due to
the effect from
L1.
Or
Overgeneralization
Errors, i.e. Errors
due to the effect
from L2.
79. Classification of Errors
Interlingual Errors Intralingual Errors
Phonological
Syntactic
Semantic
/b/ for /p/
*Ali good student
Literal translation:
Close the TV.
Pocket,
important, tap
80. Classification of Errors
Interlingual Errors
Intralingual Errors
Phonological
Syntactic
Semantic
Count vs. Country
I am agree.
Idiomatic expressions:
*What’s up Mike!!
Both words have the
syllable (count-)
81. 4.3.4 EA Critics
EA is mainly criticized for :
1-Classification of errors :
Errors may be wrongly classified between
language tasks. The same error may be
classified as interlingual and intralingual
82. 4.3.4 EA Critics
2- EA stresses only on what the learner
cannot do at a given point in time
84. 4.3.4 EA Critics
4-Avoidance strategy:
Learners avoid certain linguistic structures in
which they would be likely to commit errors .
85.
86. 4-4 Interlanguage
General remarks…
A new look at learners’ performance
has emerged. This new approach is
no longer based on deviations (i.e.
error) from the L2 norm at a given
point in time , but on the process of
L2 development (i.e. at all levels :
phonological , morphological ,
syntactic and semantic ) as a whole in
different stages.
87. Interlanguage
The idea or the hypothesis of IL:
Adult learners of an L2 produce speech/writing
which is different from acceptable L2 forms, and
it is not always attributed to L1 transfer.
88. Interlanguage
The definition of IL:
IL is a linguistic system which represents the
intermediate status of the learner’s system (language)
between his L1 and the L2.
89. The different terms of IL:
This linguistic system has been called different terms ,
such as :
1- Approximate systems
2- Interlanguage
3- Transitional competence
90. Interlanguage
L1 L2
0 1 2 3 4 8 9 10
……
Low
proficiency
High
proficiency
Stages of acquisition
91. 4.4.1 ILAssumptions
The main IL assumptions are the
following :
1-Learners internally construct a linguistic system which is
different from both the learner’s L1 & the L2, but it is based
on L2 input that he receives. internally construct a
linguistic system which is different from
both the learner’s L1 & the L2 but it is
based on L2 input that he receives.
92. 4.4.1 ILAssumptions
2- At the successive stages of learning,
learners keep linguistic systems being
reconstructed and will approximate a certain
variety of L2 which rarely becomes identical
to the L2 norm
93. 4.4.2 IL Cognitive Processes
Selinker (1972) argued that IL is a product of five central
cognitive processes involved in L2 learning :
(i) L1 transfer
(ii) Transfer of training , which comes from learners' teachers.
(iii) Strategies of L2 learning which are approaches by learners
to the elements to be learned.
94. 4.4.2 IL Cognitive Processes
(iv) Strategies of L2 communication which are ways of
communicating with native speakers of the L2.
(v) Overgeneralization of L2 rules , which is a process by
which a learner extends the L2 rule beyond its acceptable
use.
95. Strategies of L2 learning
L1 transfer
Transfer of training
IL Cognitive Processes
Overgeneralization of L2 rules
Strategies of L2 communication
97. 4-2-3 Similarities between
IL & Natural languages
2-IL obeys universal constraints at all levels (
i.e. phonological , morphological , syntactic
and semantic )
98. 4-4-3 Similarities between
IL & Natural languages
3- IL shows evidence for internal
consistency.(happens in the same way)
99. 4-4-4 Differences between
IL & Natural language Rules
1. Reduced system : IL's are reduced systems
with regard to number and complexity of
different rules
100. 4-4-4 Differences between
IL & Natural language Rules
2-Permeability : IL rules are permeable in the
sense that they are incomplete and in a state
of flux.
101. 4-4-4 Differences between
IL & Natural language Rules
3-Fossilization : The learner reaches to a level
that nearly stops developing the L2 .
102. Causes of Fossilization
(i) Low motivation
(ii) Age : age with old learners usually retain a
recognizable foreign accent .
(iii)Limited range of L2 input
104. 1. L1 utterances produced by the learner
2. IL utterances produced by the learner .
4-4-5 IL Methodology
3. L2 utterances used by its native
speakers
The essential components for IL analysis are the following:
105. In this way , IL methodology incorporates
the assumptions of CA and EA.
CA contrasts the learner's L1 and the L2 ,
whereas EA basically contrasts the
learner's performance and the L2.
4-4-5 IL Methodology
106. 4-4-6-IL and L2 Teaching
On the basis of the above IL assumptions , a
number of claims have been made in the L2
teaching :
1-IL provides L2 teachers with a clearer
picture of the learner’s transitional
competence, i.e. how he develops the
language.
107. 4-4-6-IL and L2 Teaching
2-IL helps the L2 teacher to plan the syllabus
for different stages of development.
3-IL demonstrates both psychological and
linguistic processes of SLA by giving good
description of the transitional competence of
L2 learner,
108. 4-4-6-IL and L2 Teaching
4-The realistic aim of IL in L2 teaching and
learning is not to achieve a native speaker
competence but something near it
109. 4-4-7 IL Critics
IL's are mainly criticized for
1.No concrete hints are made in IL
literature on how to describe the changing
linguistic systems in IL . That is to say , IL
mainly depends on both CA and EA in
describing the changing linguistic systems
of the L2 learner.
110. 4-4-7 IL Critics
2- A large body of data is needed to
ascertain a linguistic rule in the learner's
IL.
111. 4-4-7 IL Critics
3-Observation of the most truly systematic form of
a learner’s IL is not an easy process since it
needs a number of considerations related to
social status of the learners and the researcher ,
the topic of the discourse, the spoken or written
language , etc.
112. Reference
Noor, H. & Al- Qadi, N. (2016). A Course in
Applied Linguistics for EFL/ESL Arab Students.
Berlin: Peter Lang International Academic
Publishers.
113. •Thank you so much
•Dr. Fawzi Eltayeb Yousuf Ahmed
email: feltayb12@gmail.com