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Реферат Курсовая Конспект

References

References - раздел Лингвистика, ERRORS IN ENGLISH LANGUAGE TEACHING References. Коломієць В. О. Типові Помилки При Вивченні Англійської Мови. Вищ...

References. Коломієць В. О. Типові помилки при вивченні англійської мови. Вища школа, 2001. 55 с. 2. Ancker, W. Errors and corrective feedback Updated theory and classroom practice. English Teaching Forum, 2000 38 4 , 20-24pp. 3. Brains Paul Common Errors in English Usage, 207-211pp. 4. Brown, H D. Principles of language learning and teaching. Third edition. New York, Longman 2000. 5, 51-53, 92-98pp. 5. Candling, R B. Vocabulary and language teaching. New York Longman Inc. 2001. 146p. 6. Corder, S P. Introducing applied linguistics.

Middlesex, Penguin 1973. 33-38, 52pp. 7. Corder, S P. Error analysis and interlanguage. Oxford, Oxford University Press 1987. 112p. 8. Corder, S P. The significance of learners errors. International Review of Applied Linguistics 1967 5 4 , 161-169, 180-186pp. 9. Doff, Adrian. Teach English. Cambridge Cambridge University Press 1988. 10. Ellis, R. Second language acquisition. Oxford, Oxford University Press 1997. 27-44, 86, 146pp. 11. Harmer, J. How to teach English.

Essex, Longman 1998 57p. 12. Hendrickson, J M. Error correction in foreign language teaching Recent theory, research, and practice K. Croft. Readings on English as a second language 2nd ed Cambridge, MA Winthrop Publishers 1980. 79-87, 97pp. 13. Jame, C. Errors in language learning and use. Addison Wesley Longman Limited 1998 118-125pp. 14. Lengo, N. What is an error? English Teaching Forum 1995 33 3 , 15-24pp. 15. Nik Safiah Karim. BM syntax some aspects of its standardization.

Kuala Lumpur Dewan Bahasa dan Pustaka 1978. 89p. 16. Richards, J.C. et al. Dictionary of language teaching and applied linguistics. Essex, Longman 1992. 252, 310pp. 17. Sercombe, P G. Learner language and the consideration of idiosyncracies by students of English as a second or foreign language in the context of Brunei Darulsalam. In A.M. Noor et al. eds. Strategising teaching and learning in the 21st century. Proceedings of the European Journal of Social Sciences Volume 8, Number 3 2009 495 International Conference on Teaching and Learning.

Faculty of Education Universiti Kebangsaan Malaysia, Bangi 2000. 18. Stark, L. Analyzing the interlanguage of ASL natives. Newark University of Delaware 2001. 19p. 19. Ur, P. A course in language teaching. Cambridge, Cambridge University Press 1996. 20. Vahdatinejad, S. Students error analysis and attitude towards teacher feedback using a selected software a case study. Unpublished Masters thesis. Universiti Kebangsaan Malaysia, Bangi 2008. 53p. 21. Weireesh, S. How to analyze interlanguage.

Journal of Psychology Education. 9 113-22 1991. Appendix 1 Table 1 Most Common Errors and Examples of Errors Definition and Error classification Identification of errors Correct sentences and explanation of rule 1. Singular Plural A mistake with number singular and plural 1. Another problem is insufficient number of rubbish binsin plu around the canteen compound. 2. This is because the students always throw tissues, plastic bag sin plu, tissue wrapper sin plu and bottle sin plu in the drain. 3. it leads to many other problemsin plu 1. Another problem is insufficient number of rubbish bins around the canteen compound 2. This is because the students always throw tissues, plastic bags, tissue wrappers and bottles in the drain 3. it leads to many other problems 2. Verb Tense a A mistake with the verb tense 1. We, the members of the cleanliness club of SMK Engku Husain conductVTense a meeting. 2. The plates and glasses are very oily and dirty because not washesVTense properly. 3.The members of the cleanliness club of SMK Engku Husain havingVTense a meeting 1. We, the members of the cleanliness club of SMK Engku Husain conducted a meeting. 2. The plates and glasses are very oily and dirty because not washed properly. 3. The members of the cleanliness club of SMK Engku Husain had a meeting.

Verb Tense b Inappropriate verb construction 1. They are owingVTense us a good service. 2. So many dirty plates and glasses are servesVTense 3. The members of the cleanliness club of SMK Engku Husain havingVTense a meeting.

Owe is a sativa verb and does not require the - ing participle 1.They owe us a good service. 2. So many dirty plates and glasses are given. 3. The members of the cleanliness club of SMK Engku Husain had a meeting 3. Word Choice 1. Not washing and sweeping the flourWchoice everyday makes the floor dirty. 2. The workers should keep the canteen clean and healthyWchoice 3. This is due to the irresponsible attitude of the canteen staff. WChoice 1. Not washing and sweeping the floor everyday makes the floor dirty. 2. The workers should keep the canteen clean and safe. 3.This is due to the irresponsible attitude of the canteen workers 4. Preposition 1. So many dirty plates and glasses can be seeneverywhere at Preposition the school canteen. 2. The food to cater to Preposition the students during recess are not enough. 3. As the secretary at Preposition the club I have been assigned to write report. 1. So many dirty plates and glasses can be seen everywhere around Preposition the school canteen. 2. The food to cater for recess are not enough 3. As the secretary ofPreposition the club I have been assigned to write report. 5. Subject-Verb Agreement Wrong combination of subject and verb 1. A large number of students isS VAgreement sick. 2. We need to be careful because it dealingS Vagreement with health. 3. The dirts always stick in the food that the studentsS Vagreement are Eating. 4. It causes fights because there are no chairs to sitsS VAgreement A large number refers to more than one person, i.e. plural subject and requires plural verb are 1. A large number of students are sick . 2. We need to be careful because it deals with Health. 3. The dirts always stick in the food that the students eat. 4. It causes fights because there are no chairs to sit. 6. Word Order Disordering Inversion of subject and verb 1. We don t know why are we WOrder facing these problems. 2. Dirty kitchen area is another problemWOrder 3. Although in the canteen, number of rubbish binsWOrder are not enough.

Subject-verb inversion why are we facing in the interrogative but inversion ruled out in the form of statement why we are 1. I don t know why we are facing these Problems 2. Another problem is dirty kitchen area 3. Although the number of rubbish bins in the canteen,WOrder are not enough.

Appendix 2 At the first day of the semester break we went to Terengganu, a state located in the east coast of Peninsular Malaysia.

It is very popular of its batik and songket.

The people involved are good in designing the various fine patterns. On this reason, their batik and songket are well-known throughout the world.

The promotion of their batik and songket products always appear on the newspapers and other printed media.

Eventhough some of their designs are similar with those produced by other states.

This has not caused any problems to Terengganu s products. Instead this has given a good impact in its local industry. There is a tendency in succeeding in this field in the near future, which in the same time will not only benefit Terengganu but also Malaysia. 1. Kelantan is famous of its batik. 2. This article appeared on yesterday s newspaper. 3. My father is very good in Maths. 4. I never smile. On this reason, I have very few friends. 5. Suzana should stop creating problems to her family, 6. Higher tin prices will help tin miners and in the same time improve our economy. 7. The incident had a great effect to Ibrahim. 8. At the first day of term, we were all very confused. 9. These small cakes are similar with the ones my sister bakes. 10. At last, Chee Poh saw a chance in succeeding in the food industry. It is not too late for Oliver to realize that there is an opportunity in developing a business, and in the same time continue his study.

He does not want to cause any problem to his family.

His father was well-known of his generosity, and the news of his death appeared on the newspaper. His death has a great impact to Oliver. At the first day after his father s death, he decided to stop studying. On this reason, his mother was very upset. She did not want Oliver to do something similar with her elder son, because she knows that he is very good in his studies. Appendix 3 General Misuse or Over-generalization Errors Type 1 Underlined verbs are over-generalized present tense to represent pastness in narrative, resulting in errors.

Subtype 1 verb for verb ed 01 I didn t like English very much, but I like 02 I think I like English at that time. 03 I like her oral communication class. 04 I didn t understand English but I also like a lot of games 05 First, I hate English study, because, our English teacher was not 06 So I was tired and hate English 07 I hate it because I must learn it fast. 08 I prefer the reader class than the grammer. 09 So I choose the G course of Aichi women s Junior College. 10 I went to Juku cram school before enter junior college.

Subtype 2 do not verb for did not verb 11 Because I don t like English teacher when I was 12 I don t like school English but I liked 13 but I don t dislike him. Subtype 3 is adjective for was adjective 14 The second year of high school, I met one English teacher. He is very hard teacher 15 I learned many English words and Grammar for examination of college. Though English study is very boring Subtype 4 is are noun for was were noun 16 However, it s a small worry. 17 When I was junior high school, my favorite class is English. 18 When, I went to Australia, my teachers are school teachers. 19 In high school, I met one women, Her name is Sheryl.

She is from New Zealand. Subtype 5 verb to-infinitive for verb ed to-infinite 20 I began to listen music of song by English and want to read 21 I want to go abroad to study, but my high school teacher couldn t take test for to go abroad because my English score was bad 22 That time I decided I want to learn English more and I want to know 23 I studied it hard because I want to 24 This course s entrance exam was English, so I have to study 25 Because, we have to pass 26 I spoke English with And I talk to English with 27 When I was high school, I like to study English because I had Australian 28 I want to be good English speaker and I want to somewhere by myself. 29 I would like to go Costa-rica or Tailand . 30 I d like to talk in English when I was Subtype 6 can verb for could verb 31 I enjoyed listening class, so we can watch 32 Teacher told us to learn by heart as much as we can . 33 When I was kindergarden, I knew English first time. I can speek only 2 words. 34 I m very happy and I can studied real English. 35 and we can stady more speaking and Type 2 Underlined irregular verbs are over-generalized and resulted in errors. irregular verb ed for irregular past 36 I singed English, but I didn t feel it is English. 37 I wanted to work in Hotel, so I harded to study English. 38 I feeled it is difficult stuying English for me, yet. 39 She sometimes teached us English after school. 40 so I feeled English is difficult 41 but they speaked srow for me. 42 My teacher teached easy to us. 43 I was writted a reseave by teacher. refers to ambiguity in or a mismatch with the specific Type Subtype.

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ERRORS IN ENGLISH LANGUAGE TEACHING

Children learning their native tongue make plenty of mistakes are a natural part of language acquisition process. As they get feedback from adults,… The steps that learners follow get the researchers and language teachers… But actually, few teachers know a lot about error analysis and some related theories.They often take so negative…

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Error analysis in English language teaching
Error analysis in English language teaching. Identifying an error goes beyond explaining what an error is. However, as linguists pay attention to the distinction between an error and a mistake, it

Description of Errors
Description of Errors. A number of different categories for describing errors have been identified. Firstly, Corder 6, p.34 classifies the errors in terms of the difference between the learn

Writing and grammar errors
Writing and grammar errors. When writing we do not have the chance to rephrase or clarify what we are saying. Our message must be clear the first time. Written errors are also less tolerated

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