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Typical errors of Taiwanese students...

Teng, Wen-Hua.

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Typical errors of Taiwanese students of English as a Foreign Language (EFL) as perceived by native English speakers and Taiwanese EFL teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Typical errors of Taiwanese students of English as a Foreign Language (EFL) as perceived by native English speakers and Taiwanese EFL teachers./
作者:	Teng, Wen-Hua.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
面頁冊數:	163 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-10, Section: A, page: 3352.
Contained By:	Dissertation Abstracts International51-10A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9105679

Typical errors of Taiwanese students of English as a Foreign Language (EFL) as perceived by native English speakers and Taiwanese EFL teachers.
Teng, Wen-Hua.

Typical errors of Taiwanese students of English as a Foreign Language (EFL) as perceived by native English speakers and Taiwanese EFL teachers. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 163 p.

Source: Dissertation Abstracts International, Volume: 51-10, Section: A, page: 3352.

Thesis (Ph.D.)--The University of Texas at Austin, 1990.

The purpose of this study was to investigate the effects of typical errors of Taiwanese EFL learners on the communication process from the perspectives of native English speakers and Taiwanese EFL teachers. Twenty-eight erroneous sentences, each containing one error, and two correct sentences were presented to 60 native speakers of English and 72 Taiwanese EFL teachers for evaluation. The native speakers' and non-native teachers' corrections and ratings of these errors were then analyzed and compared by adopting qualitative and quantitative approaches in order to identity any similarities and differences between the two groups in error perceptions. Some of the possible underlying reasons that mark the similarities/differences were suggested.Subjects--Topical Terms:

532624
Language arts.

Typical errors of Taiwanese students of English as a Foreign Language (EFL) as perceived by native English speakers and Taiwanese EFL teachers.
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300 $a 163 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-10, Section: A, page: 3352.
500 $a Supervisor: Elaine K. Horwitz.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1990.
520 $a The purpose of this study was to investigate the effects of typical errors of Taiwanese EFL learners on the communication process from the perspectives of native English speakers and Taiwanese EFL teachers. Twenty-eight erroneous sentences, each containing one error, and two correct sentences were presented to 60 native speakers of English and 72 Taiwanese EFL teachers for evaluation. The native speakers' and non-native teachers' corrections and ratings of these errors were then analyzed and compared by adopting qualitative and quantitative approaches in order to identity any similarities and differences between the two groups in error perceptions. Some of the possible underlying reasons that mark the similarities/differences were suggested.
520 $a Native speakers were found to be generally more lenient in rating errors than non-native teachers. The correlation coefficient between ratings of the two groups suggested a reasonable level of agreement between them in determining the relative seriousness of errors. Both groups considered errors that caused problems in the fundamental structures of English more serious; non-native teachers also tended to be less tolerant of word order errors. On the other hand, errors in articles and spelling were judged by both groups to be less serious. Improper choice of words was also treated with leniency by the two groups. However, "perceived" intelligibility appeared to be the criterion native speakers adopted in rating word errors, while non-native teachers were more lenient to such errors caused by interference.
520 $a It was found that differing backgrounds between the native speakers and non-native teachers seemed to account for the differences in their error perceptions. The background differences suggested by the results of the study included native speakers' superior knowledge of English, teachers' pedagogical concerns and teaching experiences, and the effects of the teachers' native language. Non-native teachers were also found to be more grammar-concerned, and fairly weak in deciding proper use of words and style, while native speakers paid equal amounts of attention to meaning, style, and grammaticality. This dissertation also raised questions about the establishment of a valid error hierarchy, and the relation between non-native teachers' competence and their treatment of errors.
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