An investigation into syntactic and lexical interlingual errors committed by the first year students at the college of FPT Polytechnic in Danang
“To err is human…” (Alexander Pope)
As my experience of being an EFL learners, there seemed to be an existence of an automatic mechanism in my mind which made me produce kinds of sentences which was, in my teacher’s words, “not really English”. In my naive knowledge at that time, I had to admit there was something not proper at all in the story but I failed to find a clear explanation for it.
As a teacher of English, my job offers me various chances to see my students, English learning beginners, constantly making the so called ‘mother tongue translation into English’ type of error in speaking classes despite how matter how hard my attempt is to provide them adequate instructions as well as careful explanations in English structures and vocabulary.
Fortunately, by attending the master course of the English language, I had a precious opportunity to approach the subject of Applied Linguistics. In the light of various helpful studies on errors and error analysis, I was directed towards a new perspective of looking at errors.
At the same time, I came to find out how important error analysis is in the field of language teaching since it is with the error analysis that we can better understand the process and sequence of acquisition of English as a second language.
I desired to conduct the research ‘An investigation into syntactic and lexical interlingual errors committed by the first year students at the college of FPT Polytechnic in Danang’ to provide a further insight into the issue of students’ interlingual errors in speaking English by making an effort to identify and categorize syntactic and lexical interlingual errors made by the students and their frequency. The research would satisfy me professionally as well as academically and make considerable contributions toward enhancing the quality of English educating at my school.
1.2. AIMS AND OBJECTIVES
1.2.1. Aims of the Study
The research aims at investigating types of interlingual errors and their frequency in spoken English made by the first year students of the CFPTP in terms of syntax and lexicon and attempts to suggest some practical implications for English interlanguage teaching and learning.
1.2.2. Objectives
- To introduce the overview of errors and error analysis and to present some methods of classifying errors.
- To explore the syntactic interlingual error types and their frequency committed by the students.
- To explore the lexical interlingual error types and their frequency committed by the students.
- To suggest some implications for teaching English syntax and lexicon to minimize English learners’ interlingual errors.
1.3. THE SCOPE OF THE STUDY
This research will focus on syntactic and lexical interlingual errors in English spoken.
1.4. RESEARCH QUESTIONS
- What types of syntactic interlingual errors committed by the first year students at the college of FPT Polytechnic in Danang in spoken English?
- What types of lexical interlingual errors committed by the first year students at the college of FPT Polytechnic in Danang in spoken English?
- What are the implications for teaching English syntax and lexicon to minimize students’ interlingual errors?
1.5. THE SIGNIFICANCE OF THE STUDY
The study might provide EFL teachers valuable insight into students’ language learning process, and help students minimize interlingual errors in using English.
1.6. THE ORGANIZATION OF THE STUDY
The study will be organized into five chapters as follows: Chapter 1 (Introduction), Chapter 2 (Literature Review and Theoretical Background), Chapter 3 (Methods and Procedures), Chapter 4 (Findings and Discussion), Chapter 5 (Conclusions and Implications).
CHAPTER 2
2.1. LITERATURE REVIEW AND THEORETICAL BACKGROUND
2.2. THEORETICAL BACKGROUND
a. Definition of Error
Errors are defined as “the flawed side of the learner speech or writing. Usually researchers distinguish errors and mistakes.
A mistake is really a slip of the tongue or the pen. Mistakes are thus performance errors and hence are of little pedagogical importance.
Errors, or competence errors, are systematic and show the learner’s transitional competence.
b. The Significance of Error
Fistly, they are significant to the teacher since they tell the teacher how far towards the goal the learner has progressed and consequently, what remains for him to learn. Secondly, they are significant to researchers as they provide evidence of how language is learned and acquired. Thirdly, errors are significant to the learner. They are indispensable to the learner themselves, because one can consider the making of errors to be a device the learner uses in learning.
c. Classification of Error
c.1. Linguistic Category Taxonomy
c.2. Surface Strategy Taxonomy
c.3. Comparative Taxonomy
c.4. Communicative Taxonomy
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