An error analysis, in English, of Korean middle school students was conducted, and their grammar errors were categorized according to Brown?s mathematical category of errors, as well as, inter-lingual and intra-lingual error categories in order to evaluate the types of errors typically made by such ...
An error analysis, in English, of Korean middle school students was conducted, and their grammar errors were categorized according to Brown?s mathematical category of errors, as well as, inter-lingual and intra-lingual error categories in order to evaluate the types of errors typically made by such a group. One hundred students, boys and girls, in their third year of middle school in Gumi were tested on fifty-five grammar style questions. The questions created were based on their middle school text. Questioning styles included controlled composition, translation, multiple choice and fill-in-the-blank, while nine types of grammar difficulties were tested for these included, verbs, nouns, articles, pronouns, adjectives, adverbs, prepositions, conjunctions, and word order(Duskova: 1969, Ghadessy: 1976, James: 1977). The tests were analyzed and the errors were categorized according to Brown's mathematical category of errors. The four types of errors used were addition, omission, substitution, and reordering. The students errors were subsequently sub-categorized into interlingual transfer and intralingual transfer(Brown: 2000, Taylor: 1975). The results showed that greater intralingual errors were made than interlingual errors. Also, students' difficulties with specific grammar showed the following, in order, from the greatest to the least number of errors - word order, conjunctions, nouns, pronouns, verbs, prepositions, adverbs, articles, adjectives.
An error analysis, in English, of Korean middle school students was conducted, and their grammar errors were categorized according to Brown?s mathematical category of errors, as well as, inter-lingual and intra-lingual error categories in order to evaluate the types of errors typically made by such a group. One hundred students, boys and girls, in their third year of middle school in Gumi were tested on fifty-five grammar style questions. The questions created were based on their middle school text. Questioning styles included controlled composition, translation, multiple choice and fill-in-the-blank, while nine types of grammar difficulties were tested for these included, verbs, nouns, articles, pronouns, adjectives, adverbs, prepositions, conjunctions, and word order(Duskova: 1969, Ghadessy: 1976, James: 1977). The tests were analyzed and the errors were categorized according to Brown's mathematical category of errors. The four types of errors used were addition, omission, substitution, and reordering. The students errors were subsequently sub-categorized into interlingual transfer and intralingual transfer(Brown: 2000, Taylor: 1975). The results showed that greater intralingual errors were made than interlingual errors. Also, students' difficulties with specific grammar showed the following, in order, from the greatest to the least number of errors - word order, conjunctions, nouns, pronouns, verbs, prepositions, adverbs, articles, adjectives.
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