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Abstract:
This study investigated whether task instructions affect sound-
isolation performance. The effects of phoneme class and phoneme
position were also assessed. Two hundred Dutch kindergartners
were presented with a free-sound-isolation task and its constrained
counterparts: an initial-, a middle-, and a final-sound-isolation task.
All tasks contained 17 CVC words. Children's performance on the
free-sound-isolation task was better than on the constrained tasks.
On all four tasks, children made fewer errors in isolating the initial
phoneme than the final phoneme. Isolating the middle phoneme
proved to be the most demanding. The effect of phoneme class
depended on the type of task and on phoneme position. Findings
were placed against the background of sonority and word-final
phoneme vocalization in Dutch. (Contains 1 table and 2 figures.)
Abstract:
Adults can learn new artificial phonotactic constraints by
producing syllables that exhibit the constraints. The experiments
presented here tested the limits of phonotactic learning in
production using speech errors as an implicit measure of
learning. Experiment 1 tested a constraint in which the placement
of a consonant as an onset or coda depended on the identity of a
nonadjacent consonant. Par
Abstract:
Purpose: This study used the cross-modal picture-word
interference task of P. J. Brooks and B. MacWhinney (2000) to
compare effects of phonologically related words on lexical access
in children with specific language impairment (SLI). Method:
Children (7;1 [years;months]-11;2) named pictures while
ignoring auditory distractors. Three stimulus asynchrony
conditions varied the timing of distractors
Abstract:
Vowels in Spanish have direct one-to-one letter-sound
correspondences, whereas vowels in English usually have
multiple spellings. For native Spanish-speaking children learning
to spell in English, this transition from a shallow to a deep
orthography could potentially cause difficulties. We examined
whether the spelling of English vowel sounds was particularly
difficult for native Spanish-speaking
Abstract:
In this study, we investigate whether specific language
impairment (SLI) manifests itself grammatically in the same way
in Spanish and English with respect to nominal plural marking.
English-speaking children with SLI are very proficient at marking
plural on nouns. Spanish has two main nominal plural
allomorphs: /s/ and /es/. The /es/ allomorph has received
multiple theoretical treatments,
Abstract:
In a serial recall task, the "Hebb repetition effect" occurs when
recall performance improves for a sequence repeated throughout
the experimental session. This phenomenon has been replicated
many times. Nevertheless, such cumulative learning seldom leads
to perfect recall of the whole sequence, and errors persist. Here
the authors report evidence that there is another side to the Hebb
Abstract:
It has been observed that persons with Cri du chat syndrome
(CDCS) have poor language production. However, very few studies
have addressed the question whether all aspects of language
production are equally afflicted, or whether there are differences
between for instance phonological and morphological abilities. The
present study was aimed at investigating to what extent persons
with CDCS inflect
8. Perception and Confusion of Speech Sounds by Adults
with a Cochlear Implant (EJ791070)
Abstract:
The aim of this pilot study was to identify the most common
speech sound confusions of 5 Norwegian cochlear implanted post-
lingually deafened adults. We played recorded nonwords, aCa, iCi
and bVb, to our informants, asked them to repeat what they
heard, recorded their repetitions and transcribed these
phonetically. We arranged the collected data in confusion
matrices to find the most common and m
Abstract:
Most research on language awareness in a second language (L2)
has been carried out with adult learners. This research presents
data showing that pedagogical techniques can be devised
enabling children as young as 8 to develop metalinguistic
awareness of their emerging L2 system. Building on existing work
by Canadian researchers, this classroom-based study
investigated tasks designed to
Abstract:
This paper investigates patterns of error production in 10 children
who use cochlear implants, focusing specifically on the acquisition
of obstruents. Two broad patterns of production errors are
investigated, fortition (or strengthening) errors and lenition (or
weakening) errors. It is proposed that fortition error patterns
tend to be related to the process of phonological development,
because
Error Analysis
A comprehensive bibliography
Bernd Spillner
Library and Information Sources in Linguistics 12
1991. xxxix, 552 pp.
Publishing status: Available
Hardbound – In stock
978 90 272 3731 6 / EUR 160.00 / USD 240.00
Errors are information. In contrastive linguistics, they are thought
to be caused by unconscious transfer of mother tongue structures
to the system of the target language and give information about
both systems. In the interlanguage hypothesis of second language
acquisition, errors are indicative of the different intermediate
learning levels and are useful pedagogical feedback. In both cases
error analysis is an essential methodological tool for diagnosis and
evaluation of the language acquisition process. Errors, too, give
information in psychoanalysis (e.g., the Freudian slip), in language
universal research, and in other fields of linguistics, such as
linguistic change.This bibliography is intended to stimulate study
into cross-language, cross-discipline and cross-theoretical, as well
as for language universal, use of the numerous, but sometimes
hard to come by, error analysis studies. 5398 titles covering the
period 1578 up to 1990 (with work in more than 144 languages
and language families) are cited, cross-referenced, and described.
The subject areas covered are numerous. For example:
Theoretical Linguistics (Linguistic Typology, Cognitive Linguistics),
Historical Linguistics (Language Change), Applied Linguistics (e.g.
Speech Disorders), Translation, Mother Tongue Acquisition,
Foreign Language Learning (Negative Transfer, Intralingual and
Interlingual Errors), Psychoanalysis (Slips of the Tongue),
Typography, Shorthand, Clinical Linguistics and Speech Pathology,
Reading Research, Automatic Error Detection, Contact Linguistics
(Code-switching, Interference), etc.
Next to students picking their ears with their pencils while kicking their neighbours'
chairs and muttering secret deprecations in advanced Mother Tongue in the middle of
your explanation of the future perfect continuous, it's probably the most annoying
phenomenon in the business: students of all ages, walks and IQs repeating the same
mistakes interminably despite frequent and focused reminders of forms they have
learned and still remember (when their attention is drawn to them).
The Acquisition-Learning Hypothesis states that acquisition and learning are different
phenomena. We may learn, for example, a great deal about the workings of a car
without ever being able to fix one, simply because knowledge about something does
not constitute knowledge of something. We may complete a weekend diving course
and complete a handful of successful recreational dives, only to forget a few weeks
down the road what exactly we're supposed to check before we enter the water, how
to swim efficiently with flippers, and how to tell our partner that we're out of air.
I will discuss what I see as the elements involved in this disparity further down the
page or later in this blog. For now, you need only think of a time when you forgot to
do or apply something you had learned and then were reminded of, only to declare,
"Ah! I knew that!"
The Natural Order Hypothesis states that some items of a language, namely functors,
are acquired in a certain order which is consistent across learners, ages, and first
languages. In the context of Krashen's theory, it is this hypothesis that explains the
discrepancy between learning and acquisition. Items may be learned, or brought into
our awareness, even applied under conditions of present awareness, in any order, but
will only be truly mastered, or acquired, in an order which is natural to the
learner/acquirer. The basic principle of natural order underlies our assumptions, based
on millenia of observation, about children's motor development. First they flop, then
they the flip, then they roll around, then they sit, then they crawl, then they walk, then
they jump, then they run, then they dance, and so on. Something like that. The
difference is that in motor development, acquisition of one skill requires or is
expedited by acquisition of the previous one, while in language acquisition, no such
skill-based "seriation" is apparent.
The Monitor Hypothesis states that learned language can be drawn upon under
conditions which allow the learner time to draw upon them, most often conditions
which require or remind the learner to draw upon them. Think how often you have
stalled or frozen in the middle of a task because you could not instinctively recall the
next step, perhaps because the next step did not come easily to mind or because
pressure of some sort forced you to rely on second nature. The Monitor Hypothesis
suggests that language items (specifically grammar items) which have not become
second nature require deliberate thinking before they will manifest themselves in
language production. When we have leisure to employ the Monitor or when we know
that correct grammatical form is essential to the success of an utterance, we check our
utterances before sharing them.
Taken together, these three hypotheses seem to me to explain the problems that I am
currently bent on helping students overcome.
1. Introduction
2. Error Analysis (EA): its roots and development
3. EA in 1970s: popularity and criticism
4. EA in 1990s: new perspective
3.1. Data Driven Learning and EA
3.2. Negative Evidence and EA
5. EA in Learner Corpora Research
4.1. Comparison of EA in 1970s with EA based on learner corpora
4.2. Similarity and differences
4.3. Significance of learner language analysis on computer
INTRODUCTION
In the school of applied linguistics, however, this shift towards the innate human
capacity raised a growing interest in the learner's powers of hypothesis formation
as he moves towards the bilingual competence sufficient for his communicative
needs. One major result of this shift of attention was an increasing concern in the
monitoring and analysis of learner language. The concepts of 'interlanguage' and
'approximative system' presented challenging areas of descriptive enquiry.
In 1970s and early 80s, a large number of papers on error analysis were published
throughout the world. However, it lost its attention and enthusiasm gradually as
more and more criticism was made against the approach and method of error
analysis. As the present writer makes an attempt to analyse learner language
oncomputer, it is essential to review the previous work of error analysis and
identify what it aimed to achieve and how it failed. Otherwise, it could be just a
repetition of what was already done a decade ago and not very much meaningful.
Error analysis using learner corpora must be significantly different from traditional
error analysis, in quality and quantity. I would like to show the readers whether
that is really the case.
I will first review some classic articles on error analysis by Corder, Selinker,
Richards, among others and try to establish what the original purpose of error
analysis was like or what it inteded to do. Then I will describe the criticisms
against error analysis in 80s and early 90s and summarise what traditional error
analysis failed to offer. Next, I will introduce recent research results on the role of
negative evidence in language learning and data-driven learning in order to show
the effectiveness of giving feedback to learners about their common errors in a
new language learning perspective. Finally, I would like to make a systematic
comparison between traditional error analysis and "learner corpus-based" error
analysis so that hopefully I can convince the readers of the powers of learner
corpora in systematic investigation of learner language.
Error Analysis (EA): its roots and development
Larsen-Freeman and Long (1991) claims that the study of SLA can be said to have
passed through a series of phases defined by the modes of inquiry researchers
have utilized in their work: contrastive analysis, error analysis, performance
analysis and discourse analysis (p.81). As we look into the roots and development
of error analysis, let us first overview contrastive analysis so as to gain better
insight into how error analysis became more popular among SLA researchers.
Contrastive Analysis
Before the SLA field as we know it today was establised, from the 1940s to the
1960s, contrastive analyses were conducted, in which two languages were
systematically compared. Researchers at that time were motivated by the
prospect of being able to identify points of similarity and difference between
native languages (NLs) and target languages (TLs). There was a strong belief that
a more effective pedagogy would result when these were taken into
consideration. Charles Fries, one of the leading applied linguists of the day, said:
"The most efficient materials are those that are based upon a scientific
description of the language to be learned, carefully compared witha parallel
description of the native language of the learner."(Fries 1945: 9)
Robert Lado, Fries' colleague at the University of Michigan, also expressed the
importance of contrastive analysis in language teaching material design:
Individuals tend to transfer the forms and meanings and the distribution of forms
and meanings of their native language and culture to the foreign language and
culture - both productively when attempting to speak the language and to act in
the culture and receptively when attempting to grasp and understand the
language and the culture as practised by natives. (Lado 1957, in Larsen-Freeman
& Long 1991:52-53)
This claim is still quite appealing to anyone who has attempted to learn or teach a
foreign language. We encounter so many examples of the interfering effects of
our NLs.
It was S.P. Corder who first advocated in ELT/applied linguistics community the
importance of errors in language learning process. In Corder (1967), he mentions
the paradigm shift in linguistics from a behaviouristic view of language to a more
rationalistic view and claims that in language teaching one noticeable effect is to
shift the emphasis away from teaching towards a study of learning. He
emphasises great potential for applying new hypotheses about how languages are
learned in L1 to the learning of a second language. He says "Within this context
the study of errors takes on a new importance and will I believe contribute to a
verification or rejection of the new hypothesis." (in Richards 1974:.21)
Selinker (1992) pointed out the two highly significant contributions that Corder
made: "that the errors of a learner, whether adult or child, are (a) not random, but
are in fact systematic, and are (b) not 'negative' or 'interfering' in any way with
learning a TL but are, on the contrary, a necessary positive factor, indicative of
testing hypotheses. (ibid:151) Such contribution in Corder (1967) began to
provide a framework for the study of adult learner lanugage. Along with the
influence of studies in L1 acquisition and concepts provided by Contrastive
Analysis (especially language transfer) and by the interlanguage hypothesis (e.g.
fossilization, backsliding, langauge transfer, communication and learning
strategies), this paper provided the impetus for many SLA empirical studies.
Fries, C.C. (1945) Teaching and Learning English as a Foreign Language. Ann
Arbor: University of Michigan Press.
Error analysis
From Wikipedia, the free encyclopedia
Error analysis is the study of kind and quantity of error that occurs, particularly in
the fields of applied mathematics (particularly numerical analysis), applied linguistics
and statistics.
Contents
[hide]
• 7 External links
In numerical analysis, error analysis comprises both forward error analysis and
backward error analysis. Forward error analysis involves the analysis of a function
which is an approximation (usually a finite polynomial) to a function to determine the
bounds on the error in the approximation, i.e. to find ε such that . Backward error
analysis involves the analysis of the approximation function , to determine the bounds
on the parameters such that the result z' = z.[2]
When these M measurements are independent, the variance of the mean <A> is:
We can then use the autocorrelation function to estimate the error bar. Luckily, we
have a much simpler method based on block averaging.[4]
References
1. ^ James W. Haefner (1996). Modeling Biological Systems: Principles
and Applications. Springer, 186–189. ISBN 0412042010.
2. ^ Francis J. Scheid (1988). Schaum's Outline of Theory and Problems
of Numerical Analysis. McGraw-Hill Professional, 11. ISBN 0070552215.
3. ^ Cf. Bussmann, Hadumod (1996), Routledge Dictionary of Language
and Linguistics, London: Routledge, s.v. error analysis. A comprehensive
bibligraphy was published by Bernd Spillner (1991), Error Analysis,
Amsterdam/Philadelphia: Benjamins.
4. ^ D. C. Rapaport, The Art of Molecular Dynamics Simulation,
Cambridge University Press.
See also
• Errors and residuals in statistics
External links
[1] – Definitions and graphical explanation.
Retrieved from "http://en.wikipedia.org/wiki/Error_analysis"
Categories: Mathematics stubs | Numerical analysis