A Study of Errors in the Third Singular Pronouns of Simple Present Tense by Using Interlanguage Analysis as an Approach. A Case Study

Pandarangga, Salmon

doi:10.15408/ijee.v1i1.1196

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…Zawahreh (2012) offered an in-depth analysis and concluded that the errors arose from intrusion in the first and in-between languages. The study of Pandarangga (2014) also discovered that learners often omit verb agreement by using the simple present tense in the third singular pronouns. When the participant attempted to invent a modern language structure that contrasted with his natural language, errors resulted.…”

Section: Types Of Errors In Writingmentioning

confidence: 97%

Frequent linguistic errors in the writing of Yemeni EFL Arabic-speaking learners

Al-Hamzi

Nababan

Santosa

et al. 2023

SiELE

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The Yemeni EFL learners are prone to share their knowledge and views regarding what and how to say. The constraints of combining this expertise have hampered learners’ writing success. Those obstacles can cause learners to make errors. Error Analysis (EA) and Surface Strategy Taxonomy (SST) were used to analyze learners’ linguistic errors. Error causes were also investigated. This research used a qualitative process style to use a case study approach. Ellis’ five-step EA procedure was followed to analyze essay data each comprising 100-350 words or more written by 20 Yemeni EFL eighth semester Arabic-speaking learners at the Department of Education, Sana’a University, Yemen. They were purposely selected as research subjects. It was noticed that omission was the most common error detected in the learners’ writings. Overall, this form of error accounted for 58.71% of 118 cases out of 201 cases. The learners’ common error categories were the number marker, verb-tenses articles, prepositions, subject-verb agreements, and pronouns. This was preceded by addition (20.39%), incorrect formation (15.92%), and word order (4.97%). Intralingual transfer turned out to be the key reason that caused the errors in the learners’ writing. Any of the interlinguistic comparisons was the cause behind the errors. In terms of verb conjugation component, inflectional morpheme, and auxiliary verb abandonment, Arabic and English have different formal definitions. Interlingual transfer and learning context also caused errors. To prevent errors from fossilizing, language instructors should provide continual corrective feedback, and learners should pursue the correct target language form.

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Section: Types Of Errors In Writingmentioning

confidence: 97%

Frequent linguistic errors in the writing of Yemeni EFL Arabic-speaking learners

Al-Hamzi

Nababan

Santosa

et al. 2023

SiELE

View full text Add to dashboard Cite

show abstract

“…Furthermore, Pandarangga's (2015) found that an EFL student tended to omit verb-agreement when he used the simple present tense in the third singular pronouns. Errors occurred because the participant was trying to invent a new language system that correlates with his native language.…”

Section: Introductionmentioning

confidence: 99%

Linguistic errors made by Islamic university EFL students

Aziz

Fitriani

Amalina

2020

Indonesian J. Appl. Linguist.

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In a writing activity students are required to transfer their knowledge to express their ideas on both what to say and how to say it. The difficulties in applying this knowledge have become obstacles for learners in constructing good writing. Consequently, these obstacles may cause the students to make errors. By adopting the notions of Error Analysis (EA) and the Surface Strategy Taxonomy as the theoretical frameworks, this study investigates the types of linguistic errors produced by the students. Along the way the sources behind the errors were also analyzed. This study employed the qualitative method design in which the case study approach was utilized. Ellis’ five-step procedure of EA was adopted to analyze the data of essays comprising of 150-300 words written by 23 EFL students of the fourth-semester at English Department at a state university. They were purposively selected as the participants of this study. It was found that omission was the most frequent errors identified in the students’ writings. Overall, 122 (63%) cases out of 195 cases were categorized under this type of errors. The number marker, verb-tense, article, preposition, subject-verb agreement, and pronoun were the categories of frequent errors made by the students, respectively. These were followed by addition (18%), misformation (15%), and misordering (5%). Significance to the source of errors, intralingual transfer turned out to be the main reason that provoked the blunder in the students’ writings. It was apparent that some of the interlinguistic contrast was the reason behind the errors. It appeared that the diverse systematical concept between the Indonesian language and English in terms of verb conjugation factor, inflectional morpheme, and auxiliary-verb abandonment were the strong contenders of the error sources. Additionally, interlingual transfer and context of learning also took part for the reason behind the errors.

show abstract

A Study of Errors in the Third Singular Pronouns of Simple Present Tense by Using Interlanguage Analysis as an Approach. A Case Study

Cited by 2 publications

References 9 publications

Frequent linguistic errors in the writing of Yemeni EFL Arabic-speaking learners

Frequent linguistic errors in the writing of Yemeni EFL Arabic-speaking learners

Linguistic errors made by Islamic university EFL students

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