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Does the Provision of an Intensive and Highly Focused Indirect Corrective Feedback Lead to Accuracy?Jhowry, Kheerani 05 1900 (has links)
This thesis imparts the outcomes of a seven-week long quasi-experimental study that explored whether or not L2 learners who received intensive and highly focused indirect feedback on one type of treatable error - either the third person singular -s, plural endings -s, or definite article the - eventually become more accurate in the post-test as compared to a control group that did not. The paired-samples t-test comparing the pre-test and post-test scores of both groups demonstrates that the experimental group did no better than the control group after they received indirect corrective feedback. The independent samples t-test measuring the experimental and control group's accuracy shows no significant difference between the two groups. Effect sizes calculated, however, do indicate that, had the sample sizes been bigger, both groups would have eventually become more accurate in the errors targeted, although this would not have been because of the indirect feedback.
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Fossilisation in the written English of Xhosa - speaking students during the FET phaseMaliwa, Kaya Giveus 01 1900 (has links)
This study investigates error fossilisation in the written English of Xhosa - speaking students. It is hypothesised that there is no statistically significant difference in the language errors of two groups of Grade 10 and Grade 12 students.
Two randomly selected groups of 30 Grade 10 and 30 Grade 12 students in a rural senior secondary school in the Eastern Cape province were required to write two essays, of which the first two hundred words of each essay were marked. A frequency count of errors was done and comparisons were made.
The findings indicate that the Grade 12s consistently made fewer errors. However, the difference is only statistically significant in the case of prepositions and concord, and is insignificant in tenses, pronouns and articles. The findings also show evidence of fossilisation given the persistence of some of the errors. Certain features in the student's language were not eradicated by the additional two years exposure to English. / English Studies / M.A. (Teaching English to Speakers of Other Languages)
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A study of lexical errors in Cantonese ESL students' writingJim, Mei-hang., 詹美恒. January 2005 (has links)
published_or_final_version / abstract / Linguistics / Master / Master of Arts
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The study of the use of written English in the Hong Kong civilserviceWong, Wing-yin, Winnie., 黃穎賢. January 1997 (has links)
published_or_final_version / English Studies / Master / Master of Arts
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An application of error analysis to the expressed language of Higher Diploma Engineering students at the Hong Kong PolytechnicHou, Suk-fun, Sophie., 侯淑芬. January 1983 (has links)
published_or_final_version / Education / Master / Master of Education
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Tense and aspect in interlanguage: error analysis in the English of Cantonese-speaking secondary schoolstudentsChow, Po-ki., 周寶琪. January 2006 (has links)
published_or_final_version / abstract / Linguistics / Master / Master of Arts
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Analysis of error type, source, and gravity in the writing of Arabic ESL students in U.S.A. collegesBader, Fadel Mohammed Na'im 01 January 1988 (has links)
The purpose of this study is to determine the type, possible source and gravity of errors found in the Test of Written English and Placement Tests compositions written by native speakers of Arabic at college level. The first part of the study is an error analysis designed to reveal the types of errors that are most frequently made by Arab students at college level. The sources of these errors are explained according to Richards' classification of errors as inter- and intralingual (1971). Seven types of errors are identified under interlingual category: articles, prepositions, the copula, embedded questions, pronoun retention, semantic and stylistic errors. Intralingual errors included errors in overgeneralization and ignorance of rule restriction.
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Corrective feedback to spoken errors in adult ESL classroomsJensen, Marie-Thérèse, 1949- January 2001 (has links)
Abstract not available
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The influence of contextual factors on revision strategies : the case of four Malaysian native speakers of English in a mainstream E.S.L. classroomMallan, Vijay Kumar, n/a January 2005 (has links)
This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud verbal protocols were analysed using the grounded theory approach in conjunction with written texts.
The findings suggest that contextual factors influenced classroom practices. The contextual factors included a teacher who was not provided with adequate training, administrative policies which did not provide support for the development of writers based on their abilities, writing instruction which viewed revision as a process of error correction and public assessment practices which were non-transparent. These classroom practices influenced the participants� beliefs about revision. These beliefs affected the quality of their essays as judged by Malaysian public examiners. Additionally, the findings suggest a mismatch between classroom instruction and public examination.
Suggestions are made to address these concerns by considering the theoretical underpinnings of the cognitive process, socio-cultural and community of practice models of writing and learning. These include instruction on revision strategies, considering alternative assessment practices, providing formative feedback, ability streaming, focussing on critical reading skills and providing adequate support to the teacher.
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A consciousness-raising approach to error correction : a case study of the acquisition of the placement of prepositional phrases by Macao secondary school students / Case study of the acquisition of the placement of prepositional phrases by Macao secondary school studentsKou, Meng Chu January 2010 (has links)
University of Macau / Faculty of Social Sciences and Humanities / Department of English
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