Mother - tongue interference in learning english writing of first - year english majors students at Vinh uiniversity

Mother - tongue interference in learning english writing of first - year english majors students at Vinh uiniversity

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TABLE OF CONTENTS

 

                                                                                                          Page

ACKNOWLEDGEMENTS .............................................................. .. i

ABBREVIATIONS .......................................................................... .. ii

TABLE OF CONTENTS ................................................................. ..iii

LIST OF TABLES....... ..................................................................... ...v                                                                

PART I: INTRODUCTION

1.    Justification of the Study ……………………………..............1

2.    Aims of the Study …………………………………………….2

3.    Methods of the Study………………………………….………2

4.    Scope of the Study………………………………….…………2

5.    Design of the Study         …………………………………….…… .2

PART II: CONTENT

      CHAPTER 1: THEORETICAL BACKGROUND

1.1   Error and Error Analysis………………………………….…. 4

1.1.1Definition of Error…………………………………..4

1.1.2   Error Analysis…………………………………….....4

1.2    Mother- Tongue Interference………………………………...5

1.3   Classification of Mother- Tongue Interference…………….....6

1.3.1Morphological Mother- Tongue Interference…….…6

1.3.2Semantic Mother- Tongue Interference………….….7

1.3.3Syntactic Mother- Tongue Interference ………….... 8

CHAPTER 2: MOTHER- TONGUE INTERFERENCE  ERRORS

     2.1 Morphological Interference Errors ……………………….…..9

2.1.1 Tense- Marker Omission …………………………... 9           

2.1.2 Plural-Marker Omission  …………………………..10

2.1.3 Suffix Problems…………………………………….11

2.1.4 Incorrect Use of Pronoun Forms ……………….….12

                         2.1.5 Omission of the- ER Comparative Adjective/

                         Adverb Ending………………………………………….. 13

2.1.6 Omission of the -ING Verb Ending………………..14

2.2 Semantic Interference Errors…………………………….…..14

2.2.1 Incorrect Use of Preposition          ……………………..14

2.2.2 Incorrect Use of Pronoun…………………………..20

2.2.3 Incorrect Use of Verbs         ……………………………22  

2.2.4 The Countable/ Uncountable Non- Distinction…....24

2.2.5 Omission of Articles……………………………….25

2.2.6 Tense Problems……………………………….…. 26

2.2.7 Faulty Passivization………………………………. 27

2.3 Syntactic Interference Errors………………………………...28

2.3.1 Word- Order Problems        …………………………… 28

2.3.2 “Be” Omission  ………………………………….. 32

2.3.3 Infinitive “To” Deletion…………………………....33

2.3.4 Confused Expressions: “There be” versus “Have”...34

2.3.5 Relative Pronoun Omission……………………..….35

2.3.6 Subject Ellipsis……………………………….…..36

2.3.7 Impersonal “It” Problems ……………………….…37

2.3.8 Misuse of Conjunctions……………………………38

2.3.9 Incorrect Use of Subject Clauses…………………..39

2.3.10 Other “VietEnglish” Structures……………….…..40

CHAPTER 3: RESULTS, FINDINGS AND SUGGESTIONS

3.1 Results…………………………..……………………45

3.2 Major Findings………………………..…………..….48

3.3 Suggestions  ………………………..………………...53

3.4 Suggested Exercises………………………..………...56

PART III: CONCLUSION………………………..…………………….60

REFERENCES                                                                               

APPENDIX: STUDENT QUESTIONNAIRE

LIST OF TABLES

 

Chapter 3                                                                                          Page

         Table 1.3:  First year students’ ideas about learning ESL writing………..46

          Table 2.3: First- year students’ ideas about the level of difficulty of some problems in writing…………………………………………....48

              Table 3.3: First year students’ ideas about the difficulty of writing task…52

    

 

 

      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part I: INTRODUCTION

 

 

1.    Justification of the Study

 

         We all know that writing is a basic skill in four skills (listening, speaking, reading, and writing) of ESL learning. The better you learn writing, the better you learn other skills. According to Raimes (1983: 03); Bello (1999: 01); Phu (1993: 05), “Writing helps to foster the other skills.”

         However, it is not easy for Vietnamese learners of English to learn writing skill well due to a lot of the grammatical dissimilarities between the MT (Vietnamese) and the TL (English). That is the reason why there can be found a lot of errors in their English writings. One of the most popular errors is MT interference error. As a matter of fact, the negative effects of MT in learning a second language is an undeniable problem, especially in writing skill. Brown (1994: 90) maintains, “It is clear from learning theory that a person will use whatever pervious experience he or she has had with language in order to facilitate the second language learning process”.

         Besides, the first- year students had little chance of practicing English writing skill before studying in university. In addition, writing skill is especially important to the first year students of English because writing is a key skill which may lead to success or failure in the second , third and fourth year when they are expected to write more and more in  English.

         More importantly, the thesis is made in order to help the learners realize the negative effects of the MT interference in L2 acquisition then avoid errors and improve their writing skill.

 

         All above-mentioned reasons have inspired the author to choose the topic: “Mother - Tongue Interference in Learning English Writing of First- Year English Majors Students at Vinh University”.

 

2.    Aims of the Study

 

         With the ambition of helping the learners overcome the MT interference problems when learning English writing, the study aims at:

 

-   Identifying possible causes of Vietnamese learners’ MT interference in learning English writing.

-   Pointing out particular interference errors in three grammatical categories: morphology, semantics and syntax; and explaining why and how the errors are made

-   Suggesting ways limit the negative effects of MT, correct interference errors and improve the learning of ESL writing in English.

 

3.    Methods of the Study

 

-    Descriptive method

-   Statistic and classifying

-   Analytic and synthetic method

-   Qualifying the materials

 

 

4.    Scope of the Study

 

 

         The study deals with particular interference errors in three grammatical categories: morphology, semantics and syntax.

 

5.    Design of the Study

 

 

         The thesis consists of three parts:

Part I: Introduction

This deals with the Justification, Aims, Methods, Scope and the Design of the Study

Part II: Content

This part consists of three chapters:

          Chapter 1: Theoretical Background

         Chapter 2: The Mother- Tongue Interference Errors

         Chapter 3: Results, Findings and Suggestions

 Part III: Conclusion

       References

      Appendix : Student Questionnaire

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