The purpose of this study was to determine the frequency of errors in English usage, punctuation, and spelling made by grade 12 students in the two paragraphs that each student wrote on the June, 1953, English 40 (Language) University Entrance examination in British Columbia. The errors were classified within each of fourteen major categories. These categories were further divided to give a total of seventy-four classes. In order to record specific errors some of the seventy-four classes were further subdivided to increase the number of classes to 104, excluding spelling errors. Furthermore an attempt was made to discover a relationship between the incidence of errors in English and certain factors that possibly may have been associated with such errors. These factors were: the student's (a) intelligence (scholastic ability); (b) sex; (c) socioeconomic status as determined by the father's occupation; (d) interest in English as determined by the student's choice of major subjects; (e) choice of topics on which the student wrote his paragraphs, and (f) choice of high school program: University or General. Furthermore, in order to determine the extent to which the number of words in the paragraphs might have influenced the number of errors, this writer found a relationship between the number of errors students made and (a) the number of words written on the two paragraphs on the examination, and (b) the number of words written on (i) the expository paragraph and (ii) the descriptive or narrative paragraph. By discovering the extent of the relationship between errors made in the paragraphs and the marks that teachers gave to the paragraphs, this investigator attempted to find out the degree to which markers took into consideration mechanical errors in English. On examining 599 paragraphs written by 300 grade 12 students, this writer found the number of words written and errors in usage, punctuation, and spelling as summarized in the table below. (Tables omitted) Students wrote the mean number of words and made the mean number of errors as shown in the following table. (Tables omitted) When one considers the fourteen main categories of errors, he finds that spelling and punctuation account for slightly more than two-thirds of the errors. If four other categories (capitalization, the apostrophe, omissions, misuse of quotation marks) are added to the punctuation and spelling, one finds that non-usage errors account for nearly 80 per cent of the total number of errors. Those errors ranking 1-7 account for nearly 93 per cent of all errors. Ten kinds of errors in punctuation accounted for 89.9 per cent of all such errors. By applying appropriate statistical analyses, this investigator attempted to determine the relationship between errors and the elements mentioned in the first paragraph. The writer found that the coefficient of correlation between errors and scholastic ability was .304. On both paragraphs boys made a mean of 16.73 errors and girls 13.41; t was found to be 3.12. For 293 degrees of freedom t is 2.59 at the 1 per cent level or less. Consequently, for t = 3.12, the hypothesis of no difference in the means can be rejected. The writer found that students whose fathers were in the professional, semi-professional, and managerial vocations made a mean of 11.17 errors, and students whose fathers were in the skilled, semi-skilled and unskilled vocations made 14.8. For 98 degrees of freedom t is 1.984 at th 5 per cent level. But for the means just given t is 2.062. Therefore the hypothesis of no difference can be rejected. If choice of majors is used as a criterion of interest, students who are primarily interested in English make fewer errors than those who are not. The former made a mean of 12.61 errors on both paragraphs; the latter, 14.00. For 267 degrees of freedom t is 1.969 at the 5 per cent level of significance; therefore the hypothesis of no difference in the means can be rejected. Turning to a consideration of errors made by University Programme students and those made by General Programme students, one finds that the former made a mean of 12.35 errors; the latter, 17.55. For 287 degrees of freedom t is 2.592 at the 1 per cent level of significance. One can therefore reject with considerable confidence the hypothesis of no difference in the means. That the number of errors on a paragraph does not increase directly as the number of words written is shown by the fact that the coefficient of correlation between the number of errors and the number of words written is .574. Consequently the use of the paragraph as a unit on which to base the numbers of errors need not invalidate the statistical analyses and inferences previously made. Finally, examiners probably took errors into consideration when they marked the paragraphs as the coefficient of correlation between errors and the marks the examiners gave the paragraphs was - .202, which is significant at the 1 per cent level. / Education, Faculty of / Graduate

中國古代典籍異文繁多，古人訓釋典籍，理當參詳眾本異文，考定字句意義。在校勘學研究方面，前人所論古人校書方法，亦有謂其廣集異本，進行比對校勘，把注家引用異文當作專為校勘之手段。至於訓詁學及異文研究的討論方面，前賢學者亦以為古人注書標示異文，僅為展示他本差異，校勘異同。即使論及異文，亦只局限於討論同一種書的不同版本，或今古文之別，並認為直至清人注書校書，方通過異文比對，探求古書字詞真義。 / 本論文集中討論由漢代至唐代古書注疏與異文之關係，以鄭玄《禮記注》、韋昭《國語解》、王肅《孔子家語注》、楊倞《荀子注》、成玄英《莊子疏》為中心，輯錄諸書有關異文，囊括古今文字異文、互見文獻、引書異文、出土文獻異文、類書異文等，以之比對該書注文，查考當中有關聯者。在訓詁學研究方面，本文據上述比對材料，考證漢唐注疏諸家運用異文以為訓詁之例，詳析其以異文為訓詁的方法及準則，繼而考察後代注疏對漢代經師注書方法的承傳，以及對後世訓詁方法的影響，從而梳理異文訓詁從漢代開始的發展脈絡。在語言學研究方面，則通過古籍傳注與異文的比對，分析一些古代字詞之通名與別名，以及辭書未有收錄的通假字、近義字，望能補正前說之未備。 / 在個別典籍及注家的研究方面，則根據注家所選用之異文，探討其學術思想之淵源及取向，如從鄭玄《禮記注》與出土文獻郭店簡、上博簡〈緇衣〉的相合詞例，探討三種版本於〈緇衣〉文意理解相輔相成的關係；從韋昭《國語解》的異文選材，查探其注史方法，並與杜預《春秋左傳注》相關釋項比對，考析二書之互見關係；從王肅《家語注》的選材運用，探討《孔子家語》的真偽，並王肅對《家語》學說淵源的看法；從楊倞《荀子注》對諸書之參考程度，分析楊倞對荀子與諸子關係的看法；從成玄英《莊子疏》大量採納互見文獻《淮南子》、《文子》，考析其對三書關係的看法，並側探成玄英的道家思想背景。 / It is generally believed that annotators before the Qing dynasty provided textual variances of ancient texts simply for the purpose of collation. This thesis proposes that textual variances actually serve as a type of commentaries on language and content from the Han through the Tang dynasties, and it examines the various examples of such usage. The texts covered by this study include Zheng Xuan's 鄭玄 (ca. 127-200) Liji zhu 禮記注, Wang Su's 王肅 (ca.195-256) Kongzi jiayu zhu 孔子家語注, Wei Zhao's 韋昭 (ca. 204-273) Guoyu jie 國語解, Cheng Xuanying's 成玄英 (fl. 631-656) Zhuangzi shu 莊子疏, and Yang Liang's 楊倞 (fl. 805-820) Xunzi zhu 荀子注. Through investigating their selecting criteria of textual variances, this research examines their scholarship and their influence on later scholars. The first chapter investigates the relation between the excavated texts and the received edition of "Ziyi" 緇衣. The second chapter evaluates Wei Zhao’s method in commentating Guoyu and comparing it with Du Yu's 杜預 (ca. 222-285) annotation to the Zuo zhuan 左傳. The third chapter delves into the authenticity and the origin of Kongzi jiayu 孔子家語. The fourth chapter analyzes Yang Liang’s perceptions towards the relation between Xunzi 荀子 and the other works of Han and pre-Han philosophers. The last chapter explores Cheng Xuanying's appreciation of the relation between Huainanzi 淮南子, Wenzi 文子, and Zhuang Zi 莊子, as well as his Daoist background. Ultimately, it aims to shed light on the method in citing textual variances as commentary and its development. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 林麗玲 = The relation of textual variances to the commentaries of ancient texts / Lam Lai Ling. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 168-173). / Abstracts also in English. / Lin Liling = The relation of textual variances to the commentaries of ancient texts / Lam Lai Ling.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 260-267).

Thesis (doctoral)--Université de Lille III, 1980. / Includes bibliographical references (p. [292]-316).

Thesis (doctoral)--Université de Lille III, 1980. / Includes bibliographical references (p. [292]-316).

Thesis (doctoral)--Université de Lille III, 1985. / Includes bibliographical references (p. [331]-369).

M.A. (Applied Linguistics) / This dissertation explores the phenomenon of errors in the writing of second language learners. The concepts of language error and standard language are discussed briefly. The Contrastive Analysis and Error Analysis hypotheses are presented and the notions of interlanguage and fossilization explored. The limitations and strengths of the Error Analysis hypothesis are pointed out. Research on error correction and remediation is reviewed. Questions such as whether errors should be corrected, when, how and by whom, as well as which errors should be attended to, are considered. An error analysis of the written work of a group of English second language students is undertaken. Errors of a mainly syntactic nature are identified and classified and the possible causes of some are pointed out. The dissertation considers the implications of these errors for language teaching and concludes by making recommendations with 'special reference to the distance teaching situation.

Thesis (M.A.)--Florida State University, 2004. / Advisor: Dr. Carrie Sandahl, Florida State University, School of Theatre. Title and description from dissertation home page (viewed May 20, 2005). Includes bibliographical references.