| 000 | 05568na a2201117 4500 | ||
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| 001 | 233327 | ||
| 003 | koha_MIRAKIL | ||
| 005 | 20221226090135.0 | ||
| 008 | 190118b tu 000 0 | ||
| 040 |
_aCY-NiCIU _btur _cCY-NiCIU _erda |
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| 041 | 0 | _aeng | |
| 090 |
_aYL 392 _bA49 2014 |
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| 100 | 1 | _aAlwan, Ali | |
| 245 | 0 |
_aAn analysis of the errors made in writing by Iraqi learners of English _cAli Alwan; Supervisor: Behbud Muhammedzade |
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| 260 |
_aNicosia _bCyprus International University _c2014 |
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| 300 |
_aVIII, 94 p. _btable _c30.5 cm _eCD |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 500 | _3Includes CD | ||
| 520 | _a'Abstract This study examines the common errors made in written output by İraqi learners of english language and suggests some solutions to help students recover and overcome them. All the students come from a non English speaking background and hardly communicate in english outside the school. The study was carried out at preparatory schools in Dewaniah governorate, İraq. One hundred essays collected from three schools were analysies in relation to the theory of error analysis, and the comparison of the total number of Interlingual and Intralingual erroes are given a place in this study. The study also aims to fiınd out answers to the following research questions: 1- What types of errors do İraqi learners of English make frequently in their written output and their sources? 2- Is the frequncy of Interlingual errors higher than Intralingual errors? The results of the study show the following most common errors made by Iraqi students. They were singular and plural form of the verb tenses, part of speeches, perposition, subject verb agreements, and word orders. These aspect of writing in English pose the most difficult problems to participants. Essays were written by the student of preparatory schools in dewaniah governorate, Iraq. The results of this study will help student internalize the rules of the target language and facilitat their learning process. It will also help teachers since it provides information on commom troubles encountered in language learning process which can be used in the preparation of effective teaching materials. Keywords: Error Analysis, Contrative analysis, Inter-limgual, Intra-lingual, student written materials output.' | ||
| 650 | 0 | 0 | _aHata analizi |
| 650 | 0 | 0 | _aError analysis |
| 650 | 0 | 0 | _aKontrast analizi |
| 650 | 0 | 0 | _aContrastive analysis |
| 700 | 0 |
_aSupervisor: Muhammedzade, Behbud _91656 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 |
_g1 _tCHAPTER ONE |
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| 505 | 1 |
_g1 _tINTRODUCTION |
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| 505 | 1 |
_g1 _tPresentation |
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| 505 | 1 |
_g1 _tBackground of the Study |
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| 505 | 1 |
_g3 _tGeneral Poblems |
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| 505 | 1 |
_g5 _tThe Rationale of the Study |
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| 505 | 1 |
_g6 _tThe Aims of the Study |
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| 505 | 1 |
_g6 _tStatements of the Problem |
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| 505 | 1 |
_g7 _tResearch questions |
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| 505 | 1 |
_g7 _tLimitations |
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| 505 | 1 |
_g7 _tAssumptions |
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| 505 | 1 |
_g8 _tDefinition of Terms |
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| 505 | 1 |
_g9 _tSignificance of the Study |
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| 505 | 1 |
_g10 _tScope of the Study |
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| 505 | 1 |
_g10 _tOrganization of the Thesis |
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| 505 | 1 |
_g12 _tCHAPTER TWO |
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| 505 | 1 |
_g12 _tLITERATURE REVIEW |
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| 505 | 1 |
_g12 _tPresentation Analysis |
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| 505 | 1 |
_g12 _tContrastive Analysis |
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| 505 | 1 |
_g14 _tPurpose of contrastive analysis |
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| 505 | 1 |
_g15 _tContrastive Analysis Hypothesis |
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| 505 | 1 |
_g15 _tError Analysis |
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| 505 | 1 |
_g18 _tDevelopment of Error Analysis |
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| 505 | 1 |
_g19 _tThe İmportance of Learners' Errors |
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| 505 | 1 |
_g21 _tThe Critism of Error Analysis |
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| 505 | 1 |
_g23 _tProcedure for Error Analsysis |
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| 505 | 1 |
_g24 _tProblems in Error Analysis |
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| 505 | 1 |
_g25 _tThe Concept of Interlanguage |
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| 505 | 1 |
_g26 _tThe Birth of Interlanguage |
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| 505 | 1 |
_g27 _tGeneral Principle of Interlanguage |
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| 505 | 1 |
_g27 _tThe Interlanguage Theory |
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| 505 | 1 |
_g28 _tError Analysis and Interlanguage |
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| 505 | 1 |
_g29 _tTypes of Errors |
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| 505 | 1 |
_g30 _tSource of Errors |
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| 505 | 1 |
_g34 _tError Taxonomies |
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| 505 | 1 |
_g34 _tErrors Based on Linquistics Category |
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| 505 | 1 |
_g34 _tSurface Strategy Taxonomy |
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| 505 | 1 |
_g36 _tComparative Taxonomy |
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| 505 | 1 |
_g37 _tCommunicative Effect Taxonomy |
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| 505 | 1 |
_g39 _tCHAPTER THREE |
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| 505 | 1 |
_g39 _tMETHODOLOGY |
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| 505 | 1 |
_g39 _tPresentation |
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| 505 | 1 |
_g39 _tResearch Design |
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| 505 | 1 |
_g40 _tParticipants |
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| 505 | 1 |
_g40 _tCollective of Data |
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| 505 | 1 |
_g41 _tIdentification and Classification of Errors |
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| 505 | 1 |
_g41 _tError of morphology |
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| 505 | 1 |
_g49 _tSyntactic Errors |
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| 505 | 1 |
_g49 _tInterlingual Errors |
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| 505 | 1 |
_g50 _tCHAPTER FOUR |
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| 505 | 1 |
_g50 _tRESULT AND DISCUSSION |
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| 505 | 1 |
_g50 _tPresentation |
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| 505 | 1 |
_g50 _tDiscussion of Results |
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| 505 | 1 |
_g50 _tClassification of Errors into Error Types |
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| 505 | 1 |
_g51 _tMorphological Errors |
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| 505 | 1 |
_g53 _tSyntactic Errors |
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| 505 | 1 |
_g54 _tLexical errors |
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| 505 | 1 |
_g55 _tAnalyzing the Errors According To Their Sources |
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| 505 | 1 |
_g64 _tError Frequencies |
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| 505 | 1 |
_g66 _tCHAPTER FIVE |
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| 505 | 1 |
_g66 _tCONCLUSION |
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| 505 | 1 |
_g66 _tPresentation |
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| 505 | 1 |
_g66 _tSummary of Findings |
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| 505 | 1 |
_g67 _tReccomendations For Teachers and Some Suggestions |
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| 505 | 1 |
_g68 _tConclusion |
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| 505 | 1 |
_g69 _tReccomendations For Further Studies |
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| 505 | 1 |
_g71 _tBIBLIOGRAPHY |
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| 999 |
_c433 _d433 |
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