A descriptive study on students' errors in writing composition at the centre of foreign languages Cyprus International University Mustafa Güryaylı; Supervisor: İzzettin Kök

Yazar: Katkıda bulunan(lar):Dil: İngilizce Yayın ayrıntıları:Nicosia Cyprus International University 2008Tanım: VIII, 76 p. tab. 30.5 cmİçerik türü:
  • text
Ortam türü:
  • unmediated
Taşıyıcı türü:
  • volume
Konu(lar):
Eksik içerik
CHAPTER 1. INTRODUCTION
1 Presentation
1 General Background to Study
2 First Language Learning and Behavior
3 Second Language learning and Behaviorism
5 The Rise of Error Analysis
6 Aim of the study
6 Statements of the problem
7 Limitations
7 Assumptions
8 Definitions of Terms
CHAPTER II. LITERATURE REVIEW
10 Presentation
10 Contrastive Analysis
12 The Background of Contrastive Analysis
14 Contrastive Analysis Hypothesis
17 The Strong Version
17 The Weak Version
18 The Moderate Version
19 Error Analysis
19 An Overview of Error Analysis
21 Interlanguage
24 Types of Error Analysis
25 The Goal of Error Analysis
26 The Methodology of Error Analysis
27 The Difference between Error and Mistakes
27 Classification of Errors
33 Source of Errors
CHAPTER III. METHODOLOGY
39 Presentation
39 Subjects
39 Collection of Data
40 Identification and Classification of Errors
CHAPTER IV. RESULTS AND DISCUSSIONS
47 Presentation
47 Discussion of Results
47 Classification of Errors into Error Types
49 Analyzing the Errors according to Their Sources
66 Error Frequencies
CHAPTER V. CONCLUSION
68 Presentation
68 Summary of Findings
70 Recommendations for Teachers
71 Conclusion
Özet: ' This study was done to determined the most common errors students make in their compositions, and to classify them according t their types. Sources of errors will be studied and finally some suggestions will be given to help teachers in remedial teaching. In this study one hundred and fifteen compositions were analyzed. After determining the errors, they were examined one by classified according to their types. Then the possible sources of errors were determined. According to the results, it was found that the most problematic area for Turkish learners of English is morphology. After morphology, articles were found to be the second most problematic area. The third problematic area was syntax. The fourth problematic area was prepositions. When the errors were examined according to their sources, it was that the intralingual errors were more than interlingual errors. '
Materyal türü: Thesis
Mevcut
Materyal türü Geçerli Kütüphane Koleksiyon Yer Numarası Durum Notlar İade tarihi Barkod Materyal Ayırtmaları
Thesis Thesis CIU LIBRARY Tez Koleksiyonu Tez Koleksiyonu YL 210 G97 2008 (Rafa gözat(Aşağıda açılır)) Kullanılabilir English Language Teaching Department T298
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Includes references (73-76 p.)

' This study was done to determined the most common errors students make in their compositions, and to classify them according t their types. Sources of errors will be studied and finally some suggestions will be given to help teachers in remedial teaching. In this study one hundred and fifteen compositions were analyzed. After determining the errors, they were examined one by classified according to their types. Then the possible sources of errors were determined. According to the results, it was found that the most problematic area for Turkish learners of English is morphology. After morphology, articles were found to be the second most problematic area. The third problematic area was syntax. The fourth problematic area was prepositions. When the errors were examined according to their sources, it was that the intralingual errors were more than interlingual errors. '

CHAPTER 1. INTRODUCTION

1 Presentation

1 General Background to Study

2 First Language Learning and Behavior

3 Second Language learning and Behaviorism

5 The Rise of Error Analysis

6 Aim of the study

6 Statements of the problem

7 Limitations

7 Assumptions

8 Definitions of Terms

CHAPTER II. LITERATURE REVIEW

10 Presentation

10 Contrastive Analysis

12 The Background of Contrastive Analysis

14 Contrastive Analysis Hypothesis

17 The Strong Version

17 The Weak Version

18 The Moderate Version

19 Error Analysis

19 An Overview of Error Analysis

21 Interlanguage

24 Types of Error Analysis

25 The Goal of Error Analysis

26 The Methodology of Error Analysis

27 The Difference between Error and Mistakes

27 Classification of Errors

33 Source of Errors

CHAPTER III. METHODOLOGY

39 Presentation

39 Subjects

39 Collection of Data

40 Identification and Classification of Errors

CHAPTER IV. RESULTS AND DISCUSSIONS

47 Presentation

47 Discussion of Results

47 Classification of Errors into Error Types

49 Analyzing the Errors according to Their Sources

66 Error Frequencies

CHAPTER V. CONCLUSION

68 Presentation

68 Summary of Findings

70 Recommendations for Teachers

71 Conclusion

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