Analysis+of+Common+Error

MUHAMMAD ALIF B AS'SHAARI MUHAMMAD SHAFIQ BIN ABDULLAH GABRIEL SAMSON A/L THAMIL SALVAN **
 * MEMBERS :**
 * AHMAD RUZAINI AHMAD YUSRI


 * TITLE : __ANALYSIS OF COMMON ERROR__ **

Error Error analysis The field of error analysis in SLA was established in the 1970s by S. P. Corder and colleagues. Error analysis was an alternative to contrastive analysis, an approach influenced by behaviorism through which applied linguists sought to use the formal distinctions between the learners' first and second languages to predict errors. Error analysis showed that contrastive analysis was unable to predict a great majority of errors, although its more valuable aspects have been incorporated into the study of language transfer. A key finding of error analysis has been that many learner errors are produced by learners making faulty inferences about the rules of the new language  __**1. Errors in speech**__
 * ABSTRACT **

A **speech error** is a [|speech]pattern that differs from some standard pattern. Speech errors are common among [|children], who have yet to refine their speech, and can frequently continue into adulthood. They sometimes lead to embarrassment and betrayal of the speaker's [|regional]or [|ethnic]origins. However, it is also common for them to enter the [|popular culture]as a kind of linguistic "flavoring". Speech errors may be used intentionally for humorous effect, as with [|Spoonerisms]. Within the field of [|psycholinguistics], speech errors fall under the category of [|language]production. Types of speech errors include: exchange errors, perseveration, anticipation, shift, substitution, blends, additions, and deletions. The study of speech errors contributes to the establishment/refinement of models of speech production. Here in Malaysia, where we are supposed to be using British English, we are so accustomed to using Malaysian English (also known as Minglish) that we sometimes apply it in a formal setting. Talk to any Malaysian for about 10 minutes and there are bound to be terms and expressions such as 'lah', 'where got', 'yameh?', 'lor', to mention a few. To be frank though, Minglish is something that we take pride of as it reflects our culture and this is something that only Malaysians use. (besides our close neighbor the Singaporeans). However, it cannot be denied that Minglish gives birth to many speech errors, and people being so used to speaking this way are prone to making a tonne of mistakes when asked to speak real British English, eg. in a formal setting. __**2. Errors in writing**__

Common Errors in Student Writing
There are many common errors in student writing which can be easily and permanently corrected if you have the motivation to take habitual care to avoid them.
 * [|The Apostrophe] || [|Contractions] || [|Quotation] || [|Split Infinitives] ||
 * [|Agreement] || [|Misplaced Modifiers] || [|Redundant Comparatives] || [|Dramatic Overstatement] ||
 * [|Transposables] || [|"Could have" etc.] || [|Informality] || [|Miscellaneous] ||

 The Apostrophe s
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">is used to indicate a possessive. This paper's point = The point **of** (or by, or belonging to) this paper One's way of life = the way of life **of** one (person) James's book = the book **of** James

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;">The plural possessive
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">When a word already ends in S, as with most plurals, the apostrophe is added without the S to avoid a rather clumsy double-s sound. So you get s’ rather than ’s. For example, The point of many myths = many myths' point (although the point of a single myth is the myth's point) The message of the prophets = The prophets' message The papers of the students = The students' papers There are, of course, exceptions. The life of Jesus is most often written "Jesus' life." On the other hand, as we have just seen, the book of James can be written "James's book." With singular words ending in s there is no set unbreakable rule.
 * Get it right!**

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;"> Contractions
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">When one or more letters are missed out in a contraction an apostrophe is used to indicate the contraction. So they're here = they are here you're wrong = you are wrong (as opposed to your wrong which means the wrong that is yours. Notice that since your is already a possessive it does not need an apostrophe. Generally it is easiest to just avoid using such contractions.) it is a pain = it's a pain (Believe me. I know.) ("It's" is always a contraction, never a possessive. The possessive "its" needs no apostrophe. Similarly “who’s” is always a contraction meaning “who is ..” The possessive “whose” needs no apostrophe.) These are not mere irrelevant details but help your readers' comprehension. For example, note the way that the apostrophe functions to clarify the following sentences- "We need a science that knows its moral as well as its intellectual limitations" “We need a science that knows it’s moral as well as intellectual.” Understanding and consistently using the accepted convention avoids confusion.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;"> Quotation
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">When you quote someone, or even give a paraphrase of their ideas, you must cite the source of your material. The style of citation may vary but should inform your reader of the author, the work, and the page from which the original was taken. When you close quotations the final punctuation always comes INSIDE the quotation marks (with the exception of colons[:] and semi-colons [;]. (British English does not do this, so you may see it differently in writing with a British author or origin. But U.S.A. students should always put punctuation inside quotation.) This is, of course, NOT the case when the sentence does not end at the end of the quotation. The most obviousl and frequent example is when you end with a citation when the period comes after the parenthesis.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;">** Split Infinitives**
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">It is often said that the infinitive of a verb--to go, to be, to do, etc.--is a complete form and should not be split up. Thus it would be grammatically incorrect to say "to boldly go where no Star Trekkie has gone before." It would be correct to keep the whole infinitive together and say "to go boldly," or "boldly to go . . ." Many people consider this is to be a significant stylistic writing improvement. In fact, it is not that simple. ( [|Click here if you want some background on the reasons why.]) The final rule in these matters really ought to be this: "the form which serves the reader or listener best is the one to use." But students should be aware that many people still find the splitting of infinitives (like the use of prepositions at the end of a sentence) to be a sign of inferior grammar.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;"> Agreement
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">The subject of a sentence must agree with the verb: if the one is plural or singular the other must also be plural or singular. One sheep goes, two sheep go. Also, if you start a sentence using “you” as the subject, then one shouldn’t change to “one” like I just did. (Or vice versa!) If “he” is the pronoun to which the sentence refers, then don’t change to the plural “they” half-way through. (You can use the gender neutral “they” to avoid sexist language, if you like, but be consistent. If you have a plural subject then you must have a plural verb and a singular subject requires a singular verb - we talk, he talks. You would be surprised how often this mistake is made.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;"> Transposables
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">form/from, for/fro, eat/ate, causal/casual. These errors are becoming more common as students increasingly rely on computer spell checks. They will be penalized.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;"> Redundant comparatives
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">Bigger means more big, so it is redundant to say “more bigger.” Similarly, fuller, clearer, cleverer, and all other comparatives. Do not write, “more fuller,” “more clearer,” etc.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;"> Dramatic overstatement.
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">One of the greatest philosophical problems ever discussed, this question has been pondered since the beginning of time by all people everywhere who have ceaselessly asked, why do people exaggerate? You are writing for rational, not dramatic, effect. So avoid such overstatement.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;"> Dangling or misplaced modifiers
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">Avoid ambiguous constructions. For example, there will be a lecture on smoking as a cause of cancer in the Orr auditorium, I opened the door in my pajamas, etc.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;"> “Could have” etc.
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">The past tense is usually formed with the verb “to have:” I give, I //have// given. We do not say “I of given money to charity,” but “I //have// given money to charity.” This may sound silly; but it is just as incorrect to say “I should of given money to charity” when it is in fact, “I should //have// given money,” or “I would of liked to give” instead of “I would //have// liked to give” etc. It’s “could //have,”// “would //have,// ” “should //have// .”

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;"> Informality
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">It’s sort of like a real bummer when people write like as though they were just talking right to you and making stuff up like they had never really thought about it before they did. This can be very effective as dialogue in creative writing but is not acceptable in research writing.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;">** Underlining or Italics? **
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">__Underlining__ is conventionally used as a substitute for //italics// when //italics// are unavailable, for example in either typewriting or hand written documents. Since in computer generated, word-processed documents //italics// are readily available you should always use them for book and journal titles, emphasis, etc. So there is no need to use underlining at all and you should avoid it.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;">** Technical Spelling **
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">There are many unusual names, technical terms, and foreign language word necessarily involved in college study. Have the respect for the subject to check the spelling of its technical language and to get it right. Points will also be subtracted for for mistaken homonyms: words with the same sound but different meanings, especially “there” and “their.” (There are students who will reduce their grades by ignoring this simple instruction.) Another example is that the similar spelling of the metal lead and the verb to lead has led to some difficulties. Remember that "lead" is not pronounced led except when it’s a metal.

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;">** Cannot is usually one word **
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 89.1%;">I cannot do it is different from I can not do it. The negative particle “not” could be ambiguous: does it negate the ability or does it negate the accompanying verb (to do)? To avoid this, the affirmation of inability is written as one word: “cannot.” Note an example from the 3rd way of Aquinas’ “Five Ways:” “there are things which exist which can not exist. . .” It would be self-contradictory to say “some things exist and cannot exist.” What about “I can not think of the answer” and “I cannot think of the answer.”

<span style="color: #4219c2; font-family: 'Comic Sans MS',cursive;">Such things as these may be taken for granted (not taken for granite), but they really do improve the
<span style="color: #d22828; font-family: 'Comic Sans MS',cursive; font-size: 99%;"> <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">How to Avoid Common Writing Errors <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="color: #333333; font-family: 'Times New Roman','serif';">The Internet allows everyone to be a writer, however that doesn’t mean everyone out there is a good writer. Too many people, especially younger writers, think the story is more important than the words and this simply isn’t true. Writing, like almost everything else, has certain rules. The mark of a good writer is their ability to tell a story yet stay within the rules of grammar. People today accept so many bad or archaic elements of writing that strong sentence structure is almost a thing of the past.

So, how to avoid these pitfalls and keep editors happy is a tool every writer should know. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-MY; msolist: Ignore;">1. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Learn grammar. Noun-pronoun agreement actually is a good thing. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-MY; msolist: Ignore;">2. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Step <span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; mso-border-alt: none windowtext 0cm; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">2 <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">"They" and "their" are plurals. Never use them as singular pronouns or possessives. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-MY; msolist: Ignore;">3. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Step <span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; mso-border-alt: none windowtext 0cm; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">3 <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Avoid starting verbs with “be.” It inevitably leads to a gerund or –ing verb. “The mayor said the police should not be going on school grounds.” Keep it simple. “The mayor said the police should not go on school grounds.” <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-MY; msolist: Ignore;">4. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Step <span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; mso-border-alt: none windowtext 0cm; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">4 <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">A group, a school, Congress, the Senate, the president, the Cabinet, the police--all are all singular nouns. Yes, singular. The correct pronoun for them is “its.” “The Senate said it would complete its deliberations sometime Friday.” <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-MY; msolist: Ignore;">5. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Step <span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; mso-border-alt: none windowtext 0cm; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">5 <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Most importantly, most significantly. Both of these terms are incorrect. Importantly or significantly are adverbs. The nouns they should modify are tacit or omitted. Most importantly is a shortened version of “the most important fact” or aspect or any other similar noun. There are no “importantly” nouns. The correct saying is “most important” or “most significant.” <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-MY; msolist: Ignore;">6. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Step <span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; mso-border-alt: none windowtext 0cm; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">6 <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Don’t overuse the word “that.” It is never necessary to use “that” after a quote. “The coach said that his players needed better focus.” The “that” is superfluous. “The coach said his players needed better focus.” Many writers abuse or overuse “that.” Cutting down on superfluous use will make your writing tighter. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-MY; msolist: Ignore;">7. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Step <span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; mso-border-alt: none windowtext 0cm; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">7 <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Pay careful attention to verb tenses. Avoid going into the past-perfect tense. It is usually unnecessary in news writing. “The chief said he had gone to the meeting expecting good news.” Instead, try, “The chief said he went to the meeting expecting good news.” <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;"> <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-MY; msolist: Ignore;">8. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Step <span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; mso-border-alt: none windowtext 0cm; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">8 <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-MY;">Don’t shift verb tenses with sentences or paragraphs. An actual example is a recent AP story: “Each Feb. 2, thousands of people descend on Punxsutawney, a town of about 6,100 people some 65 miles northeast of Pittsburgh, to celebrate what had essentially been a German superstition.” The verb here shifts from simple present to past perfect. A better way to write the second half of the sentence is: “...to celebrate what started off as a German superstition.” <span style="color: #333333; font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

__**3. Activities that can be done to teach these items in class**__

Categories, Categories** To play this capitalization game, the class will need to sit in a large circle. Announce a category to the class—for example, countries. The person to your right has to name a country that begins with the letter A. The next person names a country that begins with B, and so on. When someone gets stumped, the person to his or her left (in other words, the last person to come up with an answer) picks a new category, and the game continues in the same direction. Don’t forget this important rule: All categories must be common nouns (nouns that are lowercase) and all answers must be proper nouns (nouns that are uppercase).
 * WORD GAME

Silly Story** Write a short story (about ten sentences long) that helps you practice pronoun-antecedent agreement. You will write the story yourself, but will leave blanks for your classmates to fill. Each sentence must include three things: a pronoun, a blank line where its antecedent should be, and a prompt that explains how to fill in each blank. A sentence in your story might read, “Several (plural noun—type of animal) decided they needed a vacation.” In the classroom, get permission to read each prompt out loud—but only the prompt!—recording on the blank each word your class provides. When all the blanks are filled in, share your story with the class!
 * TEAM PROJECT

<span style="color: #c22a19; font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Punctuation Marks All Around**
====<span style="color: #c22a19; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Once you look around, you’ll realize that punctuation marks show up in all kinds of materials. Scan books, magazines, and newspapers to find one example of each of the following punctuation marks: apostrophe, quotation mark, question mark, exclamation point, colon, and semicolon. (Punctuation errors are worth extra points!) Cut out your sentences and paste them to poster board, or copy them down with a bold marker. Don’t forget to document your sources! ====


 * SPOT THE ERROR AND LAUGH TOGETHER **


 * <span style="color: #04ff00; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Links **

<span style="color: #55e000; font-family: 'Comic Sans MS',cursive;">Below are links to other articles that under the topic of ANALYSIS OF COMMON ERROR:

<span style="color: #0a0aff; font-family: 'Comic Sans MS',cursive; font-size: 132%;">**An Analysis of Errors in Arabic Speakers’ English Writings** Html - **[|http://abisamra03.tripod.com/nada/languageacq-erroranalysis.html]**

<span style="color: #808080; font-family: 'Comic Sans MS',cursive;">An Error Analysis of Misspellings Made by Learners of English As A First and As A Second Language
PDF - [|http://www.springerlink.com/content/m10252m3455w1478/fulltext.pdf] PDF - [|http://www.cels.bham.ac.uk/resources/essays/farooq2.pdf]
 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Contrastive and Error Analysis Based Teaching Strategies **

Html - [|http://www.melta.org.my/ET/1996/main4.html]
 * <span style="color: #808000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Contributory Factors to Students' Errors, with Special Reference to Errors in Written English **