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... According to Jozsef (2001), writing is among the complex human activities. It involves the development of a design idea, the capture of mental representations of knowledge, and experience with subjects. ...
The objective of this research was to understand the writing error of eleventh-grade students of SMA Negeri 4 Samarinda. The descriptive qualitative method was used to examine the written exposition text made by 15 students. The data was collected from the participants’ writing on exposition text and analyzed based on the errors’ categorization. The result showed that there are 16 categories of errors found in the data. They were punctuation, missing word, capitalization, subject-verb agreement, pronoun agreement, spelling, singular or plural, unnecessary word, wrong word form, wrong word, wrong order, fragment, preposition, conjunction, article, and need-further support error. The error factors were intralingua transfer, interlingua transfer, and students’ lack of knowledge about writing.
... To probe a dimension of that change, the present article undertakes to demonstrate a unique case study, involving one of the earliest EFL corpora, developed by Horváth (2001). ...
... Furthering the scope of working with learner corpora are attempts that innovate the domain, and it is refreshing to see that such efforts are continually in the forefront of the applied linguistic arena -see, for example, the groundbreaking investigations of Bolton, Nelson and Hung (2004) and Doró (2015Doró ( , 2016. Part of this trend in LC studies is the work of Horváth (2001Horváth ( , 2013 which aims to bridge a gap between linguistic investigations with writing pedagogy. ...
... (The corpus is available for concordancing applications on Cobb's website, 2020). According to Horváth (2001), it is made up of five sub-corpora, each representing a course where the texts (essays and research papers) were produced. The sub-corpora are: For more details on corpus development, contents, and rationale, see Horváth (2001). ...
Corpus linguistics studies have by now become a staple of linguists and teachers worldwide. Even practitioners who are not directly involved with corpus development or analysis are increasingly aware of this domain and its results. Thus, we can say that the time has come to investigate the long-term effects of the findings connected to corpus linguistics. This paper focuses on a specific sort of corpus: the learner corpus. It argues that what used to be a more traditional approach represented in the EFL (English as a foreign language) discipline has evolved into a perhaps more appropriate one represented in ELF (English as a lingua franca) partly because of the work of learner corpus research. To demonstrate any existing long-term effects of work with learner corpora on language education, an L2 corpus, the JPU Corpus, is presented. Five of the ten hypotheses originally set up in the early 2000s are revisited and critiqued by applying both quantitative and qualitative investigations. The results indicate that a diachronic learner corpus approach further establishes the shift from EFL to ELF approaches, a potentially useful and relevant change for students and their teachers across the world, especially within the framework of writing pedagogy.
... Writing is an important tool of learning subject matters and it is a tool of extending and deepening knowledge. Jozsef (2001), states that writing is the most complex human activities. It involves the development of design ideas, experiences with subjects, and the capture of mental representation of knowledge. ...
This study aims to highlight the causes behind the misuse of punctuation marks in order to help Libyan students reduce committing less mistakes in both skills writing and reading. In addition, this current study investigates the relationship between writing and reading in terms of punctuations, it is restricted only to punctuation marks, not all the cohesive devices. A writing test and a reading passage is formulated to test Libyan university students’ ability in using punctuation marks as well as an interview is conducted to collect more accurate data. In this research paper, the participants are chosen according to Solven's formula using the qualitative descriptive study, results of this study, could provide solutions that may help to overcome punctuation problems, which many EFL students of the English Department, Faculty of Arts Misurata University face. Finally, the findings refer to the fact that Libyan students do suffer from dealing with punctuation mechanics continuously. Moreover, these findings can be used by teachers to improve students’ ability to acknowledge the effective use of punctuations and reduce their problem of misusing punctuation marks in both skills writing and reading. On the light of the findings, it is clear that they committed a large number of remarkable errors progressively, yet in this study, having students become aware of their punctuation mistakes, would possibly enhance and help students to improve their capability to write and read committing less errors. Additionally, their educational motivation and interaction have been turned out extremely higher.
... For example, students would write their tasks and then the teacher will take notes and give feedback toward their production. According to Jozsef (2001), there are two ways for teachers to take notes: (1) handwritten notes in the margins focus on sentence and paragraph-level issues and (2) notes at the end summarizing overall impressions, and typed reviews. Moreover, note taking could help students concentrate when they listen to the teacher or read a textbook. ...
The process of learning and teaching EFL can be achieved when students master the four
language skills (listening, speaking, reading, and writing) mainly the productive skills (speaking and writing). This study investigates the main challenges that students at Moulay Ismail University face in speaking and writing. Moreover, it aims at showing some strategies that students use to overcome the difficulties as well as the activities that teachers implement to enhance students’ output skills. Most importantly, it aims also at displaying how the incorporation of audio-visual aids in the classroom could develop students’ speaking abilities. It has been achieved by using the quantitative method in which we distribute a questionnaire for both teachers and students. Open ended questions are analyzed qualitatively while close-ended questions are analyzed quantitatively.
The results reveal that the majority of students encounter difficulties in speaking skill mainly lack of confidence and anxiety while insufficient vocabulary and inadequate use of grammar are the major obstacles that hinder students in writing. Moreover, the outcomes assert that students use avoidance and paraphrasing strategies to overcome speaking difficulties whereas the majority of students follow the process of writing. Furthermore, teachers suggest role play, discussion, and oral presentation as the main speaking activities while intensive reading is the main writing activity.
Finally, they claim that the use of the computer, video and PowerPoint presentation are effective audio-visual tools to enhance speaking skill.
... Later, Granger and Tribble (1998) presented formfocused instruction through classroom concordancing with the learner corpus, suggesting that providing negative feedback on learners' fossilized patterns or forms (Granger, 1996) acts as effective remedial work on their underuses, overuses, or misuses (e.g. the misuse of the infinitive after accept or possibility, or the overuse of the word important). In the same vein, Horváth (2001) collected evidence of advanced Hungarian learners' language uses from the Janus Pannonius University corpus and used the data for individual and classroom study guides in writing pedagogy. For instance, when learners' overuse of the noun thing was detected, they were encouraged to replace it with more specific terms. ...
This paper reports on the cognitive and affective benefits of data-driven learning (DDL), in which Korean EFL learners at the secondary level notice and unlearn their “overgenerated be ” by comparing native English-speaker and learner corpora with guided induction. To select the target language item and compile learner-corpus-based materials, writing samples of 285 learners were collected. The participants were randomly divided into traditional grammar learning and DDL groups. After providing instruction for each group, one immediate and one delayed writing sessions were implemented. Revealing a lower ratio of overgenerated be after the instruction than the control group, the DDL group showed statistically significant retention as well as immediate effects in terms of the raw counts of the target item. Based on this improvement in grammar learning and retention, DDL is considered helpful for these learners as it facilitated their efforts to discover and apply rules. In addition, their positive attitudes toward DDL including both native speaker and learner data provide useful pedagogical implications. Learning from the negative evidence produced in their own classroom helped learners, especially at lower levels, to raise their grammar consciousness and boost their motivation to learn.
... The closely knit connection between writing pedagogy (as well as assessment) and corpus linguistics has been investigated in a number of recent theoretical and empirical works, especially with the advent of learner corpus studies (Biber & Barbieri, 2007;Granger, 2002;Horváth, 2001 andLehmann, 2013). When we can adjust our pedagogical, practical observations and convictions in the light of the evidence coming from an objective corpus of language data, such as students' writings, we are in a much better position to assist students in applying more proficient strategies. ...
... The closely knit connection between writing pedagogy (as well as assessment) and corpus linguistics has been investigated in a number of recent theoretical and empirical works, especially with the advent of learner corpus studies (Biber & Barbieri, 2007;Granger, 2002;Horváth, 2001 andLehmann, 2013). When we can adjust our pedagogical, practical observations and convictions in the light of the evidence coming from an objective corpus of language data, such as students' writings, we are in a much better position to assist students in applying more proficient strategies. ...
This study aims to discuss the authenticity of dialogues in locally produced ELT
textbooks used in the secondary schools in Turkey. Turkey, like many countries, takes
the initiative to produce and use locally written coursebooks approved by the Ministry
of Education rather than those by international publishing houses, and these
coursebooks are used in state schools. It is a possible drawback, however, that most
of the government-issued coursebooks may fail to introduce natural, appropriate and
correct use of language. This study attempts to explore whether the spoken discourse
presented in dialogues in locally produced ELT coursebooks are authentic and genuine.
Accordingly, a number of coursebooks are used to collect core language teaching texts
to be evaluated via the corpus and the views of native speakers of English. The
coursebook dialogues are compared with their authentic equivalents so as to collect,
classify and exemplify the main and significant differences. Acknowledging the
advantages of national coursebook projects, the study highlights the importance of
effective use of the corpus and editing by native speakers for textbook writers
particularly in English as a foreign language contexts.
... The closely knit connection between writing pedagogy (as well as assessment) and corpus linguistics has been investigated in a number of recent theoretical and empirical works, especially with the advent of learner corpus studies (Biber & Barbieri, 2007;Granger, 2002;Horváth, 2001 andLehmann, 2013). When we can adjust our pedagogical, practical observations and convictions in the light of the evidence coming from an objective corpus of language data, such as students' writings, we are in a much better position to assist students in applying more proficient strategies. ...
Foreign Language Classroom Anxiety Scale (FLCAS) has been used widely in research
within the field of applied linguistics; however, the unidimensionality of this scale
within the context of Iran has not been tested so far. Thus, the purpose of the present
study was to investigate the validity and psychometric properties of a new Persian
adaptation of the Foreign Language Classroom Anxiety Scale. The scale was translated
into Persian and administered to 330 undergraduate students studying general English
(232 females, 98 males). Rasch rating scale model analysis on the original 33
items of the scale revealed only 26 items fit the model. Furthermore, principal
components analysis identified that that the infit items of Rasch analysis had either
factor loadings less than .40 or cross-loaded on another factor. Finally, the findings of
the confirmatory factor analysis confirmed the 26 items loaded on the first factor
showed a good fit index. Therefore, the unidemsionality of FLCAS was robust with 26
items within the context of Iran.
... For this reason, it is often difficult for students to master this skill in a foreign language. József (2001) claims "writing is among the most complex human activities because it involves the development of a design idea, the capture of mental representations of knowledge, and of experience with subjects." Without doubt, writing is considered a challenging task even in one's mother tongue. ...
Extensive studies have been conducted regarding mother tongue (L1) interference and developing English writing skills. This study, however, aims to investigate the influence of the Spanish language on second language (L2) writing skills at several Ecuadorian senior high schools in Loja. To achieve this, 351 students and 42 teachers from second year senior high schools (public and private) were asked to participate in this study. The instruments for data collection were student and teacher questionnaires, as well as a written test in which students were asked to write a narrative passage. The information gathered from the instruments was then organized and tabulated to determine the various interference variables. Afterwards, the most representative samples from the narrative texts were analyzed based on their semantic, morphological and syntactical features. The results from this study indicate that English grammar and vocabulary were the linguistic areas that suffered the highest level of L1 language interference. The most common Spanish interference errors were misuse of verbs, omission of personal and object pronouns, misuse of prepositions, overuse of articles, and inappropriate/ unnatural word order. Finally, some suggestions are given to teachers in order to help students prevent further Spanish interference problems during writing/composition classes.
... Table 3. Rank orders and frequencies of the top 10 words in three corpora and the CORES corpus (based on O'Keefe et al., 2007, pp. 34-2-35; and Horv?th, 2001, pp. ...
