Interlanguage-based Error Analysis in Higher Vocational and Technological College EFL Education in China

Cheng, Xin

doi:10.17507/jltr.0603.22

Cited by 9 publications

(8 citation statements)

References 28 publications

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“…She speaks English with her husband and Mandarin with her son. The results of studies undertaken on contrastive analysis indicate the same kind of errors made by the learners in this study (Cheng, 2015;Hong, 1980;Lixin, 2015).…”

Section: Learnersupporting

confidence: 73%

The role of mental translation in learning and using a second/foreign language by female adult learners

Falla-Wood¹

2018

JGER

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The purpose of this study is to ponder some theoretical considerations concerning a predominant phenomenon of mental translation (MT) observed by second language teachers and learners in learning and using a second/foreign language. The sample available to the researcher consists of seven female adult learners speaking different languages. The choice of the sample is not related to the age level of the learners, but their English level (5-6) according to the Canadian Language Benchmarks. The research instruments used in this study are two compositions written on two occasions, during 2013-2015 and in 2016, a personal questionnaire, a strategy questionnaire, and a structured face-to-face interview. The results show that learners use mental translation as a strategy to compare and establish similarities and differences between first language (L1) and second language (L2). The learners create a translational zone where they put the results of the comparisons between L1 and L2 (MT product). The MT product becomes a procedural knowledge, stored in the long-term memory. To write in L2, the learners retrieve the information from their translational zone automatically and without awareness. The type of errors made in both written compositions shows how the influence of the mother tongue prevails despite the time living in the second language country, or the study within an academic system or with tutors. The use of mental translation as a strategy and as a product can explain the errors made by the learners in the second language and the prevalence of the influence of L1 in learning and using L2.

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Section: Learnersupporting

confidence: 73%

The role of mental translation in learning and using a second/foreign language by female adult learners

Falla-Wood¹

2018

JGER

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“…A study carried out by Cheng (2015). In this examination dissected second language yield as a source of perspective setting to investigate language students' mistakes, basically reducing the blindness of exploration practice in error investigation.…”

Section: Retorika: Jurnal Ilmu Bahasa Ma Wmentioning

confidence: 99%

An Analysis of Pronunciation Errors Made by Medical Students at S&I Learning Centre

Maharani

Pastika

Indrawati

2020

RETORIKA: Jurnal Ilmu Bahasa

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This study discusses about pronunciation errors made by medical students at S&I Learning Centre. The study aims to describe the types of pronunciation errors found in students' utterances using descriptive qualitative method. The subject are medical students at S&I Learning, meanwhile the object of this exploration are students' utterances in English. The data was collected through audio recording and then those was analysed by using theory proposed by Corder by classifying errors into three types. The results show that the sorts of pronunciation errors created by medical student and 2) the cause of pronunciation errors produced by medical students. Students’ pronunciation errors are also classified into three types. Those are interference errors, intralingual errors, and developmental errors. In speaking, teacher and students had their effect to each other. The teacher has duties to assess and address the error of students by addressing the errors produced by learners permanently, particularly at the time when they drilled and practiced the correct pronunciation in speaking skill. In addition, students too should be more dynamic in surveying and correcting the pronunciation themselves. They have to create and improve their pronunciation capacity by appreciating the hypothetical about legitimate phonological. In accordance with this reason, it is necessary to apply an appropriate learning model to reduce pronunciation errors produced by students.

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“…Research results confirmed that senior high school EFL students, Vocational High School, Fresh Graduate, and Postgraduate still made errors in their composition. The errors are caused by the confusion when they have to change the pattern from the first language, which already stays in their brain, to the target language pattern (Cheng, 2015;Fauziati, 2017;Asikin, 2017;Handayani, Ihsan, & Mirizon, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Error Analysis of Interlingual and Intralingual Interferences of the Students: A Case Study of Tourism Study Program

Sari

Budasi

Adnyani

et al. 2021

JLP

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This study aimed to analyze the students' interlingual and intralingual interferences of Tourism Study Program at a State University in North Bali. A qualitative approach was applied by examining the students' final projects of English writing for the academic year 2020/2021. In this case study, 15 final projects were chosen using the purposive sampling technique. Data collection was done through reading, note-taking, classifying, and describing. The findings revealed that the most frequent interlingual form produced by the students was using Indonesian Syntax Pattern, while the intralingual form was the simplifications. Therefore, interlingual and intralingual interferences were found in the students' final project. There are two implications of this study, i.e. (i) teachers need to enhance their pedagogy for the teaching and learning sessions, particularly English grammar, (ii) students should learn more the English grammatical rules, which they can access many sources to learn English through watching a movie, listening to songs, talking with native speakers, reading novels and magazines.Abstrak:Penelitian ini bertujuan untuk menganalisis interlingual dan intralingual mahasiswa Program Studi Pariwisata di salah satu Universitas Negeri di Bali Utara. Pendekatan kualitatif digunakan dalam penelitian ini dengan menguji tugas akhir siswa dalam penulisan bahasa Inggris pada tahun ajaran 2020/2021. Dalam studi kasus ini, dipilih 15 tugas akhir dengan teknik purposive sampling. Pengumpulan data dilakukan melalui membaca, mencatat, mengklasifikasi, dan mendeskripsikan. Hasil temuan mengungkapkan bentuk interlingual yang paling sering dihasilkan oleh siswa adalah menggunakan Pola Sintaks Bahasa Indonesia sedangkan bentuk intralingualnya adalah penyederhanaan. Dengan dimikian, terdapat error interlingual dan intralingual dalam tugas akhir mahasiswa. Ada dua implikasi dari penelitian ini, yaitu (i) pengajar perlu meningkatkan pedagogi mereka untuk proses belajar mengajar khususnya tata bahasa Inggris, (ii) pembelajar harus mempelajari lebih lanjut aturan tata bahasa Inggris. Mereka dapat mengakses banyak sumber untuk belajar bahasa Inggris seperti menonton film, mendengarkan lagu, berbicara dengan penutur asli, membaca novel maupun majalah.

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Interlanguage-based Error Analysis in Higher Vocational and Technological College EFL Education in China

Cited by 9 publications

References 28 publications

The role of mental translation in learning and using a second/foreign language by female adult learners

The role of mental translation in learning and using a second/foreign language by female adult learners

An Analysis of Pronunciation Errors Made by Medical Students at S&I Learning Centre

The Error Analysis of Interlingual and Intralingual Interferences of the Students: A Case Study of Tourism Study Program

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