An Analysis Of Suprasegmental Errors In The Interlanguage Of North Vietnamese Students Of English

Author : Thanh Thuy Tien Tran
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

DOWNLOAD NOW!

Download or read book Lexical Errors in Writing of Non-English Major Students in Vietnam written by Thanh Thuy Tien Tran and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Error detection contributes to learning English as a foreign language. Although several studies have looked at lexical errors, various studies from different countries have come up with different findings on the most common forms of lexical errors. As a result, it is crucial to investigate the issue in a Vietnamese context to get insights into the lexical errors of EFL learners. The three objectives of the research are exploring types of lexical errors made by Vietnamese students, identifying learning factors that contribute to lexical errors making, and identifying types of errors that are likely to be corrected by teachers. This study addresses three study questions to resolve the existing problems: (1) What are the types of lexical errors made by students? (2) What factors lead to lexical errors in students' writing? (3) Which lexical errors do teachers believe should be corrected in the classroom? A mixed-method approach and convenience sampling were used in this study. To answer the problem raised in three research questions, 40 essays written by freshmen at the B1 level were gathered, and their errors were classified and evaluated. The convenience sampling method was used to collect data. Five semi-structured interviews with students and five with teachers were transcribed and coded with thematic coding. The findings show that students at the B1 level made significantly more lexical formal errors than lexical-semantic errors. Errors of the formal mis-selection category account for the majority of lexical formal errors, with distortions and mis-formation ranking second and third, respectively. In lexical-semantic errors, collocation errors are more common than sense relation errors. Furthermore, there are a significant number of suffix-type errors and collocational errors compared to other sub-types. Regarding RQ2, lexical errors in writing primarily result from internal factors. The primary causes of lexical error are a significant lack of profound lexical knowledge in both depth and breadth dimensions and a deliberate disregard for proofreading and planning ideas. Concerning RQ3, teachers would like to correct both lexical formal and semantic lexical errors in the classroom, focusing on consonant-based type errors in the former and collocational errors in the latter. Thus, teachers tend to correct errors that students make the most - collocational errors. A lack of understanding and basic knowledge at the B1 level are mainly given as primary reasons for making lexical errors found in students' writing by teachers. Beside, teachers also reported ways of presenting and correcting lexical errors in the classroom. Interestingly, data shows that teachers frequently present errors in the classroom by showing errors on the available TV screens and give explicit/direct corrective feedback. Despite the project's time constraints, the study makes a contribution to the field of lexical error analysis and teaching and assessment of EFL students. The study yields some practical pedagogical implications. Additional instruction on collocations and self-correction, and creativity in presenting and correcting errors are highly encouraged.