Comparative Error Gravity: Toward a Cross Linguistic Theory

Autor/in	Lotze, Nathaniel
Titel	Comparative Error Gravity: Toward a Cross Linguistic Theory
Quelle	In: Arab World English Journal, 9 (2018) 4, S.146-161 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lotze, Nathaniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Transfer of Training; Semitic Languages; Second Language Learning; Second Language Instruction; English (Second Language); Interference (Language); Error Analysis (Language); Linguistic Theory; Teaching Methods; Teacher Attitudes; Student Attitudes; Grammar; Native Language; Contrastive Linguistics; Teacher Characteristics; Language Teachers; Undergraduate Students; Foreign Countries; Oman + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Arabisch; Hebräisch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Error analysis; Language; Fehleranalyse; Linguistische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Grammatik; Linguistics; Kontrastive Linguistik; Language teacher; Sprachunterricht; Ausland
Abstract	Negative transfer is a difficulty for Arabic-speaking students of English. This study juxtaposes eight categories of Arabic-to-English transfer errors with equivalent and near-equivalent errors in Arabic. It compares their error gravity as rated by teachers and students to discover whether there are any differences between teacher and student perceptions that might inform teaching practices. It is also the first step toward a cross-linguistic theory of comparative error gravity based on the functional equivalence approach to translation. It finds that teachers tend to perceive grammatical errors as graver than mechanical or lexical errors, with most differences in perception appearing to stem from cultural background. Among students, there is very little consensus, in line with previous studies. This study concludes that teachers and students might benefit from a better understanding of both their own tendencies in perceiving errors and those of the other party in the learning process. It also recommends the development of a full-fledged theory for moving between languages for the purpose of studying error gravity comparatively in languages other than Arabic. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01