Résumé Cette étude s’intéresse aux influences de la langue maternelle (l’arabe), sur l’apprentissage du français chez les apprenants libyens dans un milieu institutionnel : le département de français à l’université de Benghazi et de Tripoli en Libye. Elle se penche sur les erreurs morphosyntaxiques en productions écrites que commettent les apprenants libyens en français langue étrangère, et sur les difficultés interlinguales dont souffrent ces apprenants. L’objectif de cette étude, c’est d’identifier et de classer les erreurs commises par les étudiants libyens dans leurs productions écrites, puis d’étudier et d’analyser les causes de celles-ci, afin de chercher des procédures pour les corriger. Elle vise à amener une réflexion sur l’enseignement de la langue française en Libye et sur les possibilités d’améliorer quelques-unes des démarches d’enseignement utilisées au sein de ces départements de français. Elle vise aussi à proposer une analyse des différents aspects de l’enseignement du français langue étrangère qui peuvent être transposés dans le cadre libyen, à proposer des idées pédagogiques, et à aborder enfin les différentes théories en relation avec cet enseignement. Pour atteindre ces objectifs, nous avons tout d’abord retracé l’évolution de l’enseignement de la langue française en Libye. Ensuite, nous avons abordé quelques notions ayant une importance remarquable dans notre travail d’étude. Nous avons abordé dans un second temps différents points de vue concernant certaines études réalisées en apprentissage (ou acquisition) d’une langue étrangère. Par la suite, nous avons examiné les fonctionnements morphosyntaxiques opératoires de certains constituants des phrases en arabe en comparant avec le français. Nous avons présenté notre corpus, les modalités de classements et certaines des erreurs relevées dans les copies des apprenants. Enfin, et grâce aux résultats livrés par cette analyse, nous avons été amené à présenter quelques perspectives et propositions didactiques qui peuvent être utiles à l’enseignement de la langue française en Libye, et à ouvrir des possibilités pour l’amélioration des démarches d’enseignement utilisées dans ce pays. / Abstract This study investigates the influence of native language (Arabic) on the learning of French among Libyan learners in an institutional setting : the French department at the University of Benghazi and Tripoli in Libya. It examines the morphosyntactic errors the learners commit in their written productions, and the interlingual difficulties they face. The purpose of this study is to identify and classify those errors, and to investigate their causes so as to offer procedures to correct them. The study aims to bring a reflection on the teaching of French in Libya and the opportunities to improve some of the teaching approaches that are used in the departments of French language. It also aims to discuss or present a number of strategies in teaching French as a foreign language that could be implemented in the Libyan context, and to address various theories linked to this teaching. To achieve these goals, we first traced the evolution of the teaching of French language in Libya. Then we discussed a number of concepts of major significance for our study. We discussed in a second time different views on certain studies in learning (or acquisition) of a foreign language. Next, we examined the morphosyntactic characteristics of some linguistic features of Arabic in comparison with French. We presented our corpus, our ranking methods, and the errors identified in the learners’ submissions. Following the conclusions drawn from the latter analysis, we presented some didactic strategies that may be useful for the teaching of French language in Libya or that may add new perspectives to existing approaches.

This study is mainly concerned with the common errors Vietnamese adult students make in learning English as a second/foreign language. Using the tools of contrastive analysis and error analysis, the researcher decribes and examines certain areas of similarity and difference between English and Vietnamese on some grammatical aspects, and then analyses the errors made by the Vietnamese students in two different learning contexts and at different levels of proficiency. This studies consists of six chapters : Chapter 1 introduces the position of English in Vietnam at present, raises the problems encountered in the teaching and learning of English in Vietnam, and states why this study is necessary. Chapter 2 is the summary of the main theories of second language acquisition and some of the principal studies of Vietnamese grammar. Chapter 3 discusses the techniques of contrastive analysis and error analysis, which provide bases for the comparative study in Chapter 4 and the error analysis in Chapter 5. In Chapter 4, a contrastive study is undertaken of eleven aspects of English and Vietnamese grammar, which serves as the basis for the discussion in Chapter 5. Chapter 5 presents an analysis of the common errors Vietnamese students make in two different learning contexts in Vietnam and in Australia. It also discusses the various strategies the students use in order to achieve language proficiency. Finally, some conclusions concerning the attitude towards, and the treatment of, errors are mentioned in Chapter 6. It also provides suggestions for further study in the subject area.

This field study report covers four major areas : 1. Error analysis in language teaching and learning and its procedures 2. The relevance of error analysis to the teaching of English as a foreign language in the Vietnamese situation 3. Analysis of errors made by Vietnamese speakers 4. The use of error analysis in teaching English to Vietnamese speakers. Error analysis can be a useful adjunct to second language teaching, since it serves two related but distinct functions : the one, practical and applied in everyday teaching, and the other, theoretical, leading to a better understanding of the second language learning acquisition process. This study emphasizes the practical uses of error analysis in teaching and correction techniques, materials development and syllabus design. It is hoped that error analysis will make some contribution to the teaching of English as a foreign language to Vietnamese speakers, whose language is quite different from English and whose culture is far from being similar to that of English native speakers. This study is aimed at helping Vietnamese teachers of English to change their attitude to students' errors and see them in a more positive way, rather than as signs of failure on the students' part. It is suggested that a teacher of English must be able to recognize errors when they occur, to form some idea of the kind of error made and also why they occur. Finally, he must then be able to draw, from the analysis thus made, some conclusions as to what and how he should teach.

<p>The aim of the study was to find out whether or not there is a difference in the type and number of errors made by L2 intermediate learners and beginners of English. Texts were gathered from two age groups, 9-10 year olds and 16-18 year olds, 16 texts from the younger beginner level learners and 9 from the older intermediate learners. From the errors made in the texts five categories were formed (six for the beginners): Grammatical errors, word missing errors, morpheme errors, word order errors and spelling errors that is unique to the beginners. It was found that intermediate learners make fewer errors overall but that they make the same types of errors as the beginners when they do make an error.</p>

<p>The subject of this essay is a comparison of essays written by the same learners at two different points in time - i.e. while they were in the first and in the third grades of the Swedish secondary school. The essay includes a presentation of the raw data that have been used. The theoretical background is a general survey of some of the abundant literature relating to Second Language Acquisition and Error Analysis, and a large part of it deals with interlanguage theories. The analytical part of the work presents the results of the study, including a grammatical classification of the totality of the errors encountered as well as a presentation of the results for the whole of each class and for each individual learner. Finally, some of the theories are related to the results of the analysis and some conclusions are drawn. A part of the work consisted in the gathering of essays written by learners (exclusively with Swedish as their mother tongue) of the same class in a real school context, first to make a quantitative study of their errors, and second to make a comparison between their essays written at two different points in time. The aim was to find out if there had been an evolution, and to what extent the evolution had taken place. The hypothesis formulated at the beginning of this essay is that learners, in general, should make fewer errors after two years have passed. The results are that errors concerning Verbs (especially Concord), as well as miscellaneous spelling errors, were the most frequent ones, and this is true for both grades. As the total number of errors is lower for the third grade than for the first, and since the learners' production is larger in the third grade than in the first, the hypothesis can be considered to be true, though a larger study should be conducted to see if a general pattern can be found.</p>

Reprinted from IEEE transactions on information theory, vol. IT-16, no.2, March 1970. / Bibliography: p. 184.

Bibliography: p. 114-117.

High order multistep methods, run at constant stepsize, are very effective for integrating the Newtonian solar system for extended periods of time. I have studied the stability and error growth of these methods when applied to harmonic oscillators and two-body systems like the Sun-Jupiter pair. I have also tried to design better multistep integrators than the traditional Stormer and Cowell methods, and I have found a few interesting ones.

Thesis (Ph. D.)--Ohio State University, 1984. / Includes bibliographical references (leaves 171-177). Available online via OhioLINK's ETD Center.

Graduation date: 2006 / Regression calibration inference seeks to estimate regression models with measurement error in explanatory variables by replacing the mismeasured variable by its conditional expectation, given a surrogate variable, in an estimation procedure that would have been used if the true variable were available. This study examines the effect of the uncertainty in the estimation of the required conditional expectation on inference about regression parameters, when the true explanatory variable and its surrogate are observed in a calibration dataset and related through a normal linear model. The exact sampling distribution of the regression calibration estimator is derived for normal linear regression when independent calibration data are available. The sampling distribution is skewed and its moments are not defined, but its median is the parameter of interest. It is shown that, when all random variables are normally distributed, the regression calibration estimator is equivalent to maximum likelihood provided a natural estimate of variance is non-negative. A check for this equivalence is useful in practice for judging the suitability of regression calibration. Results about relative efficiency are provided for both external and internal calibration data. In some cases maximum likelihood is substantially more efficient than regression calibration. In general, though, a more important concern when the necessary conditional expectation is uncertain, is that inferences based on approximate normality and estimated standard errors may be misleading. Bootstrap and likelihood-ratio inferences are preferable.