Linguistic Factors Presentation [Autoguardado]
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This document discusses linguistic factors that influence learner language such as cross-linguistic transfer between a learner's first and second languages. It covers key concepts like error analysis, the contrastive analysis hypothesis, and cross-linguistic influence. Error analysis describes and explains why learners make errors, categorizing errors into omission, addition, substitution, and ordering. Errors can be covert or overt, local or global. The document also discusses implications for error correction and conclusions about errors providing feedback on teaching.
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The nature of learner language
This document summarizes key aspects of learner language based on Rod Ellis's work. It discusses how learner language is produced and analyzed, including identifying and classifying errors. Errors can be systematic, universal, and stem from omission, overgeneralization, or transfer from the learner's first language. Acquisition follows developmental patterns and sequences. Variability in learner language depends on linguistic context, situational context, and the availability of planning time when producing language.
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Contrastive analysis
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1) The weak, moderate, and strong versions of contrastive analysis hypothesis (CAH) and their limitations in predicting learner errors.
2) Factors like language transfer, both positive and negative, that can facilitate or hinder second language acquisition.
3) Problems with CAH predictions and the finding that many errors are not due to language differences.
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3) Problems with CAH predictions and the finding that many errors are not due to language differences.
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The document discusses learner errors and their classification. It makes three key points:
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scores
of 90.74%
and accuracy of 95.98%
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1) Accuracy decreased in informal French tasks but increased in formal tasks like reading.
2) Students struggled more with distinguishing nasal /a/ and /o/ in informal speech and nasal /ε/ in reading.
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The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
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1. The document discusses various factors that can lead to language change over time, including sociolinguistic, psycholinguistic, and therapeutic factors.
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This document provides guidance for oral exam preparation. It discusses key aspects of student performance to focus on, including task achievement, fluency, and linguistic resources. Descriptors for different performance levels - fail, pass, and above average - are provided. Sample exam tasks like interviews, presentations, negotiations and discussions are shown. Suggestions are given for how to help students practice, including showing task types, scales, doing mock exams, and making practice fun and engaging. Strategies to teach students how to handle challenges in exams are also listed.
Error Analysis.pptx
This document summarizes a presentation on error analysis in second language acquisition. It defines linguistic errors and distinguishes between mistakes and errors. It then describes different types of errors including phonological, lexical, grammatical, and order errors. It also discusses interlingual and intralingual errors. The importance of error analysis for learners and teachers is explained. Common errors found in the writing of Bangladeshi higher secondary students are then analyzed and possible causes are discussed based on teacher perspectives. Recommendations for teachers include improving training, classroom techniques, feedback, and lowering students' affective filters.
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Module seven error correction
The document discusses error analysis in second language acquisition, noting that mistakes are a natural part of the learning process and can provide useful information about a learner's development, while errors reflect gaps in their underlying language system. It also examines different types of errors, sources of errors, approaches to identifying and categorizing errors, and considerations around providing feedback to and correcting errors of learners.
The nature of learner language
This document discusses language learners and learner language. It defines learner language as the written or spoken language produced by a language learner. Researchers study learner language to understand how a learner's internal language representations develop over time. Errors in learner language are important to analyze, as they reveal how the learner's grammar is developing. The document outlines different ways to identify, describe, explain, and evaluate errors made by language learners. It also discusses developmental patterns in learner language, such as common acquisition stages and sequences. Variability in learner language is influenced by linguistic, situational, and psycholinguistic contexts.
Second Language Acquisition (Error Analysis)
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.
A NON-CONTRASTIVE APPROACH TO ERROR ANALYSIS
The document discusses interference between languages in contact, specifically intralingual and developmental errors made by learners of a second language. It analyzes types of errors seen across multiple language pairs, including over-generalization, ignorance of rule restrictions, incomplete application of rules, and false concepts hypothesized. Examples are given of how certain teaching techniques can increase the frequency of over-generalization errors, such as using pattern drills that allow structures to interfere with each other. Restrictions of existing structures are also discussed, referring to the failure to observe when rules do or do not apply.
The Errors Made in the Pronunciation of Moroccan EFL Learners
Abstract
The ultimate goal of this thesis is to describe the patterns of errors made by Moroccan EFL learners in terms of pronunciation. In contrast to the previous accounts in theoretical linguistics which have tried to describe the linguistic competence of the native speaker, the framework adopted in this study is that of error analysis which describes the so-called phonological interlanguage of EFL learners in order to set a universal grammar of language learners, so to speak. In this regard, the spoken language of Moroccan EFL learners has been analyzed in terms of the frequency, the types, the factors, the gravity and the appropriate remedy for errors. In order to realize these procedures, mixed-method research has been adopted in order to generate the necessary oral data. The findings drawn from the current study reveal that Moroccan EFL learners display a common pattern of errors that indicate the frequent mispronunciation in vowels, and especially in diphthongs. Moreover, substitution errors are predominant in the spoken language of Moroccan EFL learners in that the schwa is replaced by other vowels due to the inconsistency between spelling and pronunciation. Other explanations provided for errors are attributed to linguistic factors such as the L1 and L2 transfer and extralinguistic factors such as the first encounter with new words and other affective factors such as anxiety. The gravity of errors depends on whether the affected speech sound is phonemic or phonetic. The appropriate remedial work that is suggested for the treatment of errors include recasts in the form of providing the correct pronunciation. In general, the findings of the current study are helpful for the researcher, the teacher and the learner in that they can understand the internal mechanisms involved in the so-called phonological interlanguage development of Moroccan EFL learners.
Sarwat javeed (4) (1)
This document summarizes a study on error analysis of highly motivated students in target language speaking and writing at the secondary level. The study aims to identify whether native language transfer is a major cause of errors in the target language of English. Samples of written assignments from 60 students in their first and second academic years were collected on topics and analyzed for errors. The study found that errors in writing mainly occurred due to interference from the native language, overgeneralization of rules, and faulty teaching materials. Errors in speaking were often due to the influence of the native language's phonology. To reduce errors, a direct teaching method ignoring the native language is recommended, along with awareness among teachers and students of factors influencing foreign language learning.
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Ca and-ea2222
This document discusses the role of native language in second language acquisition. It describes language transfer as when prior learning influences new learning. Transfer can be positive (facilitation) or negative (interference). Language transfer specifically refers to applying rules from one's native language to a second language. The Contrastive Analysis Hypothesis aimed to compare languages to predict learning difficulties but made many incorrect predictions. Error Analysis then focused on analyzing learner errors compared to the target language rather than the native language. Early errors tend to be from interlingual transfer while later errors involve intralingual transfer within the target language system. The influence of native language is complex with factors like avoidance and overproduction also playing a role in second language acquisition.
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erroranalysis-181025141052 (1).pptx
This document outlines the process of error analysis in linguistics. It defines error analysis as the study of errors made by second language learners. The presentation covers the objectives of error analysis, the difference between errors and mistakes, types of errors including interlingual and intralingual errors, forms of errors like omission and addition, sources of errors such as overgeneralization and transfer errors, and the steps in error analysis including collecting, identifying, describing, explaining, and correcting errors. The overall goal of error analysis is to help both teachers and learners understand learning challenges and progress.
Standards of Practice For English Language Teaching
This document discusses the issues around requiring native English skills for English teachers. It argues that the traditional focus on "native speakerism" is declining as English has many varieties and the teacher is no longer the primary source of language input. While native teachers have strengths like pronunciation and cultural knowledge, non-native teachers have experiential knowledge and understand students' first language. The document recommends that all teachers be properly accredited and meet language standards, and that the focus be on equitable, culturally-appropriate teaching practices rather than a teacher's native status.
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Thanks for Making That Mistake! Using Errors as an Interpreter Teaching Tool
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Linguistic Factors Presentation [Autoguardado]
- 2. LINGUISTIC FACTORS Cross – LinguisticInfluence and learnerlanguage
- 3. AGREEMENT OR DISAGREEMENT ACTIVITY. Errorsanalysis describes and explainwhylearnersmakeerrors. Error isthecondition of havingincorrector false knowledge. Mistakeis a deficiency in competence. Intralingual transfer happenswithinthe target languageitself. Interlingual transfer happensfromthenativelanguagetothesecond . Error correctiondoesnotpermitusidentifystrategieswhichlearners use in languageteaching. KEY CONCEPTS
- 4. HISTORICAL BACKGROUND 1.1. CAH AND CLI THEORIES 2. PROVOCATIVE STATEMENTS 3. ERRORS AND MISTAKES. 3.1 CATEGORIES FOR DESCRIPTION OF ERRORS 3.2. SOURCES OF ERRORS. 4. PEDAGOGICAL IMPLICATIONS 4.1. ERROR CORRECTIONS: WRITTEN AND SPOKEN. 5. CONCLUSIONS. CONTENTS
- 5. 1.1 THE CONTRASTIVE ANALYSIS HYPOTHESIS AND THE CROSS- LINGUISTIC INFLUENCE CAH CLI The CAH studiestwolanguages in contrast. Behavioristic and structuralistaproaches. Interference L1 with L2. Hierarchy of difficulty. Fries,1952; Stockwell, Bowen, Martin,1965. The CLI recognizestheimportance of L1 in learning L2 or more. Intralingual - interlingual factors. Odlin, 2003; Kellerman,1995; Kellerman and Sharwood- Smith, 1986.
- 6. PROVOCATIVE STATEMENTS LET’S THINK ABOUT THE PAST!!! Do yourememberwhenyoulearnedto… Swim Skate Ride a motorcycle Drive a car
- 7. “ Learningisfundamentally a processthatinvolvesthemaking of mistakes” Brown, H.D (2004)
- 8. DIFFERENCES BETWEEN MISTAKES AND ERRORS MISTAKE ERROR Itis a failuretoutilize a knownsystemcorrectly. Itis a slip of thetongue. The speaker recognizes and correctsit. Itisnot a deficiency in competence. Itisthecondition of havingincorrector false knowledge. Itisnotrecognizedbythelearner. An error can notbeself-corrected. Itreveals a portion of thelearner’scompetence in the L2.
- 9. AUDIO
- 10. a. Categories and levels. ByCorder (1973) 1. Omission: of somerequiredelement. Morphologicalomission. “A strongthinghappento me yesterday” Syntacticalomission. “ ? Mustsayalsothenames” 2. Addition: In morphology. “Thebooksisthere” In syntax. “The London” In lexicon. “I stayedthereduring 5 yearsago. Identifying and describingerrors
- 11. 3. Substitution In morphology: “My friendisoldestthan me. In lexicon: “I lost my road” 4. Ordering. In pronunciation. “Fifnisicant” forsignificant. “Prulal” for plural. In morphology. “getupping” forgetting up. In syntax. “he is a dearto me friend”
- 12. B. Covert, overt, Local and Global A: Who are you? B: I’m fine, thankyou. A: Wherewere he? B: He gotoCanada A: “a scissors” Covert Local Overt Global Local
- 13. CATEGORIES:OMISSION, ADDITION, SUBSTITUTION, ORDERING I start to studying English in this University. Because the English is important for in this moment. … the many technologies, because a new fields of the technology need the understand very well the English. (Global, Overt) At the moment in the university the English for me in the first semester is confuse because in my school don´tprepare very well the homeworks, the works of the classroom. STUDENT´S ERROR ANALYSIS
- 15. Teachers can givedelayedfeedback in thefollowingsituations…
- 17. Teachers can correctlearners in differentwaysaccordingtothetype of taskswhichthey do, forexample…
- 18. Someadvantages of self-correction and peer correction are…
- 19. Somedisadvantages of self-correction and peer correction are…