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2015, Mediterranean Journal of Social Sciences
Наука средние нас, 2018
Abstract: In this paper, we try to identify some errors and correct them but the problem is how and when. This paper will discuss some error problems and create a better learning atmosphere for foreign language learners.
2020
The aim of this paper is to provide a theoretical and practical overview of different types of error correction, to discuss various factors affecting error correction in class, and to highlight the benefits of error correction. In contemporary language teaching, different types of error correction are implemented in the classroom: explicit and implicit techniques, oral and written correction, and non-verbal techniques such as gestures and facial expressions. According to the Noticing Hypothesis, proposed by Schmidt, corrective feedback becomes internalised input only when learners notice it, a point any foreign language teacher should keep in mind when correcting their learners (qtd. in Truscott 103). When choosing which type of feedback to implement, teachers should talk with their learners to see which method suits them best and also consider their individual differences, such as age, proficiency, attitude towards language learning, and motivation. In conclusion, there is no singl...
Educational Process: International Journal
The aim of this paper is to investigate errors made by second and foreign language (L2) learners so as to understand the strategies and techniques used in the process of second and foreign language learning. Error analysis is a very important area of applied linguistics as well as of second and foreign language learning. It is also a systematic method to analyze learners' errors. Errors are not always bad, rather they are crucial parts and aspects in the process of learning a language. They may provide insights into the complicated processes of language development as well as a systematic way for identifying, describing and explaining students' errors. Errors may also help to better understand the process of second and foreign language acquisition. This study tries to investigate why Pakistani ESL and Iranian EFL learners fail to produce grammatically correct sentences in English, in spite of having English as a compulsory subject at all levels in their learning institutions and schools. What are the reasons for their poor English written performance? In the present study, the writing assignments of university students as well as intermediate English learners were analyzed for the purpose of error analysis. Results of the analysis suggest that students lack grammatical accuracy in their writing and are not sure of the grammatical rules that may apply in their writing in English. The study concludes that they are highly influenced by the rules of their first language (L1).
Error correction and its importance in the foreign language classroom have received considerable attention during the past decades. According to Corder (1967), correcting learners' errors is substantial in three different ways: First, they tell the teacher about the progress of the learner, and therefore what remains to be learnt. Second, they supply evidence of how a language is acquired and what strategies the learner employs in learning a language. Thirdly, they are indisputable to the learning process because making errors is regarded as a device the learner uses in order to learn. The present paper aims at highlighting fundamental background studies done in the field of Error Analysis. It also tries to help EFL teachers and educators to become familiar with the most frequent errors committed by EFL learners and lead language practicioners to consider some very imporatant issues about understanding the significance of Error Correction in the process of second language acquisition such as: how much correction should be made, at what phases the teacher should correct the error and how the teacher can correct the learner without de-motivating him/her. I. Introduction: Error correction is seen as a form of feedback given to learners on their language use. No teacher can deny the fact that correcting the errors made by students when they speak or write is one of the most difficult tasks in language acquisition.Thus, every language practicioner or teachr should consider some the following issues about error correction: the difference between a mistake and an error, how much correction should be made, at what phases the teacher should correct the error and how the teacher can correct the learner without de-motivating him/her. One crucial point in the field of Error Correction is to know the nature of learning a foreign or second language, i.e, how do we learn a second language? We have to investigate what happens in the mind of human beings through mental process to learn a language. In this respect, two phenomena have been distinguished by the American linguist Krashen (1987) when he clearly distinguished between: first language acquisition and second language learning. Different schools appeared in linguistics and psycholinguistics whose aim was to analyse learners' errors and to decipher their sources.Among those schools, we find the structural behaviouristic school and the transformational generative grammarians. Contrastive analysis (CA) and error analysis (EA) have been regarded as the two main pillars in the domain of second and foreign language learning. Generally, as Keshavarz (1999, p. 11) stated, "…there have been two major approaches to the study of learners' errors, namely Contrastive Analysis and Error Analysis." He further discussed that, "Error Analysis emerged on account of the shortcomings of Contrastive Analysis which was the favored way of describing learners' language in the 1950s and 1960s" (p. 42). The process involved in CA is the comparison of learners' mother tongue and the target language. Based on the similarities or differences between two languages, predictions were made on errors that learners would be likely or disposed to make as a result (Kim, 2001). Unlike CA which tries to describe differences and similarities of L1 and L2, James (1998 cited in Kim, 2001) stated that, EA attempts to describe learners' interlanguage (i.e. learners' version of the target language) independently and objectively. He believed that the most distinct feature of EA is that the mother tongue is not supposed to be mentioned for comparison. The purpose of Error Analysis is, in fact, to find " what the learner knows and does not know" and to " ultimately enable the teacher to supply him not just with the information that his hypothesis is wrong, but also, importantly, with the right sort of information or data for him to form a more adequate concept of a rule in the target language" (Corder, 1974, p. 170). The primary concern of this study is to explore the kinds of errors made by a group of Algerian EFL learners at university level in their written and oral expressions. More specifically, the study seeks to answer the following question: What are the most common errors that Algerian students commit in their written and oral expressions? 2. Lietrature Review: 2.1. First Language Acquisition versus Second Language Learning: Applied linguistics is the attempt to put the insights resulting from lingusic reseach to practical uses. These include first and second language teaching (Such as: lexicography, translation….etc). Our focus of linguistic application is the field of language teaching which focuses in turn on the learner and the language learning process. How is this language which is the object of study of the linguist being learnt? We have to investigate what happens in the mind of human beings through mental processes to learn a language. In this respect, two phenomena have been distinguished Krashen (1987) when he talked about: first language acquisition and second language learning First language acquisition: The term acquistion is ued to reffer to subconscious learning which is not influenced by explicit instruction about the L2 system or about errors against the L2 rule system. It takes place in a natural environment. Language data is not arranged as in a language teaching situation. The infant is exposd to an
Se puede definir como un cambio relativamente permanente en el comportamiento, que refleja la adquisición de conocimientos o habilidades a través de la experiencia, y que pueden incluir el estudio, la instrucción, la observación o la práctica. Los cambios en el comportamiento son razonablemente objetivos, y, por lo tanto, pueden ser medidos. Se aprende de todo; lo bueno y lo malo. Se aprende a bailar, cantar, robar; se aprende en la casa, en el parque, en la escuela: se aprende en cualquier parte. En un niño que aprende a leer… se produce aprendizaje, un cambio: no sabía leer y pasó a la condición de 'saber leer'. Todos sabemos que hay analfabetismo por desuso: si no se ejercita la lectura… puede 'desaparecer'… La definición (Papalia), descrita más arriba excluye cualquier habilidad obtenida sólo por la maduración, proceso por el cual se despliegan patrones de conducta biológicamente predeterminados, siguiendo más o menos un programa. El desarrollo es descrito a menudo como el resultado de una interrelación entre maduración y aprendizaje. Por cierto, en el aprendizaje el cerebro es un factor clave.
International Journal of Engineering Research and Technology (IJERT), 2015
https://www.ijert.org/designing-and-analysis-of-pressure-vessel-for-industry-using-pv-elite https://www.ijert.org/research/designing-and-analysis-of-pressure-vessel-for-industry-using-pv-elite-IJERTV4IS090686.pdf A study on designing the pressure vessel and quality check, to avoid the damage due to various conditions of nature was made. For any pressure vessel design, primary consideration is its safety. The main purpose is to design a pressure vessel according to company requirements and analyzing the pressure vessel using PV Elite with reference to the ASME Sec.VIII Division1 Codes and standard. In here, pressure vessel is a horizontal pressure vessel. Auto CAD is used for drafting the scaled construction drawing of pressure vessel. As the mathematical calculation of pressure vessel becomes tedious, graphical based software PV Elite was used for analysis on shell, head, nozzle and saddle supports. During the manufacturing, the Pressure vessel has to pass a series of Hydrostatic tests. This paper also discusses the fabrication and quality testing of pressure vessel. In Fabrication of pressure vessel, welding and fabrication assembly are discussed and in quality testing, non-destructive testing methods were used to examine the quality.
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