VIETNAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAM THI VIET DUNG TI.AMINOR PROGRAMME THESIS METHODOLOGY CODE: 601410 HA NOL, AUGUST 2010 VIETNAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAM THI VIET DUNG TI.AMINOR PROGRAMME THESIS METHODOLOGY CODE: 601410 SUPERVISOR: CAO THI PHUONG HA NOI, AUGUST 2010 TABLE OF CONTENTS Declaration Acknowledgements Abstract ‘Table of contents iv List of abbreviation vil Part 1: Introduction 1. Aims of the study 3. Soopes of the study bà 4, Method of the study 5. Design of the study bà Part 2: Content Chapter 1: Literature Review 1.
Eors in language learning process 1. Definition of erors 1. Errors and mistakes 1. Ercor Analysis in sccond language acquisition.
Second Language Acquisition Perspectives on Error Correction in Second Language Learning 1. Definition of feedback 13 readily setf-corrected, an error is a systematic deviation made by learners who have not yet mastered the rules of the second language. A learner cannot self-correct an error because it is a reflective product of his or her current stage of second language development or underlying competence. In other words, he associales orrors with faihues in competence and mistakes with failures in performance 1.
Exror Analysis im second language acquisition. Frrors are now viewed as natural and important part of learning process bscausc they can yield information about language. This positive attitude towards errors is especially important in the wake of the Communicative Language Learning and Teaching. Many rescarchers on errors in sccond language Icarning have been donc by several scholars like Corder (1967), Richard (1992), and Spelunker (1992) Error Analysis is the study and analysis of the errors made by second and foreign language learners.
Error Analysis may be cartied out in order to - _ identify strategies which leamers use in language Icarning - identify the causes of learners’ errors + oblain information on common difficultics in language Tearing, as an aid to teaching or in the preparation of teaching materials. Error Analysis developed as a branch of applied linguisties in the 1960s, and sct out to demonstrate that many Jeamers’ errors were not due to the learners’ mother tongue but reflected universal icarning stratogics. Error Analysis was therefore offered us an alternative Lo conttastive analysis. Attempts were made to develop classifications for different types of errors on the basis of the different processes that were assumed to account for them.
A basis distinction was drawn between intralingual and Interlingual errors. An Intralingual error is one which results Grom faulty or patlial learning of the Target language, rather than itom language transfer. Intralingual error may be caused by the influence of one target language item upon another. For example, a leaner may produce He is comes, based ona blend of the English structures /7e is coming, He comes.
tntralingual errors can be classificd as follows. Second Language Acquisition Perspectives on Error Correction in Second, Language Learning 1. Written Error Correction Strategies 1. Direct corrective feedback 1.
Indirect corrective feedback 1. Metalinguistic corrective feedback 1.4, Foons of the f2edback 12 1. Effectiveness of corrective feedback strategies 12 1. Exror Correction and Learners’ Uptake 13 Chapter 2: The Study 2.
‘he setting of the study is 2.3, Task 3: Metalinguistic corrective feedback applied) 18 2. Techniques of analysis 18 2. Presertation of resulls 19 2. Leamer Responses to Feedback: Uptake and Repair 30 Chapter 3: hmplications and Suggestions for written error correction 3.
Suggestions for written error corrections 35 Part 3: Conclusion 3. Lamitations and suggestions for fñưther research 40 References 4L Appendices LIST OF ABBREVIATIONS ARTICLE wee AG AGREEMENT BETWEEN SUBJECT AND VERB, CA CONTRASTIVE ANALYSIS: CF CORRECTIVE FEEDBACK Dek EA ERROR ANALYSIS ESL ENGLISH SECOND LANGUAGE Li FIRST LANGUAGE T12 SECOND LANGUAGE PREP PREFOSITION PS PAST SIMPLE TENSE SVA SUBJECT VERB AGREEMENT WF WORD FORM WORD ORDER 2. Leamer Responses to Feedback: Uptake and Repair 30 Chapter 3: hmplications and Suggestions for written error correction 3. Suggestions for written error corrections 35 Part 3: Conclusion 3.
Lamitations and suggestions for fñưther research 40 References 4L Appendices PARI I: CONTENT CHAPTER 1: LITERATURE REVIEW 1. Errors in language learning process 1.1, Definition of errors According to Corder (1975:112), an error is referred to as a linguistic form which is cither superficially devianl or inappropriale in Lerms of the large language. Besides, Janes (1998: 1} provisionally detines a language exror as an unsuccesstil bit of language. In an article about some problems of definition, identification, and distinction, Lennon (1991; 181), from the university of Kassel, suggested that notwithstanding native speaker inluilions, errors do nol constitute as easily recognisable @ featur i production as mighl be imagined.
It can be therefore, said that it is not easy to define what can be considered to be errors in terms of linguistics, In order to limit the scope of the research and to have a clear, consistent sel of corpus as the subject of the research, the researcher wauld like to propose this working definition: The language usages which arg, to some extent, contrary to the general rules or styles in Linglish, or any deviated forms or structures that cannot account for the Linglish model of usage assumed by céucaicd users are considered crroncous, ungrarmmatically or unacceptable, thus being regarded as errors 1. Exrors and mistakes ‘A distinction is sometimes made between an error, which results ftom incomplete knowledge, and a mistake made by a learner when writing or speaking and which is caused by lack of allention, fatigue, carelessness, ot some other aspecls of performance. Mistakes are of no significance to the process of language leaning. However, the problem of determining, what is a learner's mistake and what a learner’s error is one of some difficulty and involves a much more sophisticated study and analysis of exrors than is usually accorded them, Corder (1967; 59) made a distinction between a mistake and an error.
Whereas a mistake is a random performance slip caused by fatigue, excitement, ete, and therefore can be 1. Second Language Acquisition Perspectives on Error Correction in Second, Language Learning 1. Written Error Correction Strategies 1. Direct corrective feedback 1.
Indirect corrective feedback 1. Metalinguistic corrective feedback 1.4, Foons of the f2edback 12 1. Effectiveness of corrective feedback strategies 12 1. Exror Correction and Learners’ Uptake 13 Chapter 2: The Study 2.
‘he setting of the study is 2.3, Task 3: Metalinguistic corrective feedback applied) 18 2. Techniques of analysis 18 2. Presertation of resulls 19 2. Discussion ofrosulls PARI I: CONTENT CHAPTER 1: LITERATURE REVIEW 1.
Errors in language learning process 1.1, Definition of errors According to Corder (1975:112), an error is referred to as a linguistic form which is cither superficially devianl or inappropriale in Lerms of the large language. Besides, Janes (1998: 1} provisionally detines a language exror as an unsuccesstil bit of language. In an article about some problems of definition, identification, and distinction, Lennon (1991; 181), from the university of Kassel, suggested that notwithstanding native speaker inluilions, errors do nol constitute as easily recognisable @ featur i production as mighl be imagined. It can be therefore, said that it is not easy to define what can be considered to be errors in terms of linguistics, In order to limit the scope of the research and to have a clear, consistent sel of corpus as the subject of the research, the researcher wauld like to propose this working definition: The language usages which arg, to some extent, contrary to the general rules or styles in Linglish, or any deviated forms or structures that cannot account for the Linglish model of usage assumed by céucaicd users are considered crroncous, ungrarmmatically or unacceptable, thus being regarded as errors 1.
Exrors and mistakes ‘A distinction is sometimes made between an error, which results ftom incomplete knowledge, and a mistake made by a learner when writing or speaking and which is caused by lack of allention, fatigue, carelessness, ot some other aspecls of performance. Mistakes are of no significance to the process of language leaning. However, the problem of determining, what is a learner's mistake and what a learner’s error is one of some difficulty and involves a much more sophisticated study and analysis of exrors than is usually accorded them, Corder (1967; 59) made a distinction between a mistake and an error. Whereas a mistake is a random performance slip caused by fatigue, excitement, ete, and therefore can be 13 readily setf-corrected, an error is a systematic deviation made by learners who have not yet mastered the rules of the second language.
A learner cannot self-correct an error because it is a reflective product of his or her current stage of second language development or underlying competence. In other words, he associales orrors with faihues in competence and mistakes with failures in performance 1. Exror Analysis im second language acquisition. Frrors are now viewed as natural and important part of learning process bscausc they can yield information about language.
This positive attitude towards errors is especially important in the wake of the Communicative Language Learning and Teaching. Many rescarchers on errors in sccond language Icarning have been donc by several scholars like Corder (1967), Richard (1992), and Spelunker (1992) Error Analysis is the study and analysis of the errors made by second and foreign language learners. Error Analysis may be cartied out in order to - _ identify strategies which leamers use in language Icarning - identify the causes of learners’ errors + oblain information on common difficultics in language Tearing, as an aid to teaching or in the preparation of teaching materials. Error Analysis developed as a branch of applied linguisties in the 1960s, and sct out to demonstrate that many Jeamers’ errors were not due to the learners’ mother tongue but reflected universal icarning stratogics.
Error Analysis was therefore offered us an alternative Lo conttastive analysis. Attempts were made to develop classifications for different types of errors on the basis of the different processes that were assumed to account for them. A basis distinction was drawn between intralingual and Interlingual errors. An Intralingual error is one which results Grom faulty or patlial learning of the Target language, rather than itom language transfer.
Intralingual error may be caused by the influence of one target language item upon another. For example, a leaner may produce He is comes, based ona blend of the English structures /7e is coming, He comes. tntralingual errors can be classificd as follows. Rationale English serves as a major language for international communication and people all over the world are making increasing use of English as their “second language”.
Writing is one of four skills in language learning process and if is seen as a language skill which is the most difficult and complex because il’s required widely perception and needs good understanding on grammar and structures. It is a task thal no Iwo poopie do the same way. However, there are some logical steps that every writer seems to follow in the creation ofa paper. In writing process that need grammatical and spelling understanding well to make the composition well and can be understood, English is very complicated for Vietnamese learners, as English and Vietnamese are of two different Linguistic types.
Besides, there are quite a lot of differences in the way of thinking, lifestyle, and literature between the two cultures, These contrasts themselves have caused Vietnamese learners to meet some difficulties and commit errors while leaming English, Most teachers hope their feedback will not only improve their students’ current writing, but also help their writing and language development. TTow to deal with and when to give feed back to the errors are vital in teaching English as it may either result in motivation or discouragement in language learning, There have boon a nomiber of B.
