TAILIEUCHUNG - Saudi College Students' Perception of Their Errors in Written English

The target audience for the book is BA students, covering the introductory syntax level and going through to more advanced BA level material. For this reason, the book starts from the beginning and tries to make as few assumptions as possible about linguistic notions. The first two chapters are a fairly substantial introduction to grammatical concepts both from a descriptive and a theoretical. | Scientific Journal of King Faisal University Humanities and Management Sciences Vol. 5 1425 2004 Saudi College Students Perception of Their Errors in Written English Mohamed Yusuf Salebi College of Education King Faisal University Al-Hassa Kingdom of Saudi Arabia Abstract The aim of this study is to shed light on the students learning strategies through their comments on their errors in written English extracted from the answer sheets of their midterm test. Thirty-two Saudi female college students at the fourth academic level made 207 errors and when they were asked to comment on these errors they claimed that they have made them because of test anxiety concentration on content rather than form and the limited time allotted to the test. They have also claimed that they know the rules that underlie these deviant structures they have produced. The main implication of the students comments is that the second or foreign language learners should be made aware of the differences between their native and target languages. However the drills and exercises which are based on contrastive analysis should not be used excessively in the classroom otherwise the learners will be oversensitive and confused concerning these differences and consequently produce unnecessary and unintentional errors. Introduction First errors of learning are usually gigantic. Then and gradually they diminish as one benefits of his her errors. In a later stage of learning foreign or second language learners are expected to reach a native speaker s competence or at least near that competence where errors are either eliminated or minimized to the extent that their impact on the learners communication disappears or they go unnoticed. But unfortunately the case with most of second language learners errors is not so. Errors mistakes slips and attempts as Edge 1989 has classified and termed them insist on staining foreign or second language learners written and verbal performance. Do errors annoy .

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