A New Outlook to L2 Learner''s Writing Errors
نویسنده: Edalat، Hassan؛
تابستان 1384 - شماره 195 علمی-پژوهشی (22 صفحه - از 47 تا 68)
One question always engages the mind of those who are concerned with teaching and learning language in general and learning English language by Iranian students in particular. In case of Iranian students, teachers and researchers are interested to find out why graduate students from university fail to master English language after many years of study. An error analysis of Iranian students traces the influence of different elements within L1 on the final production of their L2. The corpus was examined from two aspects: Sentence-level errors and paragraph level errors. The findings of this study reveal that the differences between sentence patterns in English and Persian force students to employ structures in positions quite alien to English language sentence pattern. Students'''' word choice affected by the style of word choice in Persian constitutes another area responsible for the production of unnatural English sentences. Having knowledge about the problems of the students will help both teachers and students to use their effort and knowledge more fruitfully in the process of language teaching and learning.خلاصه ماشینی:
"Language learner''''s production for any Persian notion which the student thinks of is acceptable for the L2 native speakers provided that the production match up natural English sentence pattern. Discussion This study reveals the problem of Iranian students in two distinctive areas in the course of essay writing: The influence of their L1 on producing sentences which are not English from sentence pattern point of view. Students'''' practice in language use consists of conscious involvement in producing the language both in L1 and in L2: to identify the position of corresponding modifying elements in English and Persian, which occupy different positions in relation to head noun or verb; to be alert when using "and" or "but" to prevent a very long and irrelevant sentences; to be cautious about the powerful influence of Persian vocabulary in choosing L2 equivalent; and to know that some Persian structures or expressions are responsible for the wrong corresponding structures in L2. The basic question is, then, "Why does students’ native language (L1) affect their English (L2) both in sentence and paragraph levels?" Narrowing this further, the focus of the study is to identify if different thinking patterns in L1 from those in L2 results in different language features causing erroneous production in writing in English. Introduction Different studies and research projects (Lado, 1957; Fries, 1945; Corder, 1974; Richards, 1973; Ellis, 1985) throughout the history of language teaching and learning prove the life-long concern for the problems of L2 learning."
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