| Titre : |
Analysing learner’s errors in the use of some english prepositions : The case of first year students in the department of english letters and language-constantine 1 university |
| Type de document : |
texte imprimé |
| Auteurs : |
Aicha Reffas., Auteur ; Abdelhak Nemouchi, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
96 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
LLanguage Sciences. learner’s Errors Some English |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
In the field of second language acquisition, attention has always been put on students’ errors and the ways teachers deal with them. Grammar represents an area of difficulty for almost all the Arab EFL learners because of the different rules it has. Teachers need to assign special auspices to these areas of difficulty often encountered by their learners. Prepositions, on which the current study focuses, appear to be a source of problems for the majority of students. Therefore, the aim of this piece of research is to probe the reasons behind students’ misuse of these grammatical features in particular the case of: «in », « on », « at » and the degree to which they tend to transfer from their first language, in addition to the effectiveness of teachers’ feedback to correct and minimize these errors. For the purpose of examining our hypothesis, a test was distributed to 40 freshmen from the Department of English Letters and language in Constantine 1 University. The test is made up of 22 sentences where the students are asked to fill in the gaps with the appropriate prepositions (in, on, at) expressing both spatial and temporal meanings. The analysis of the answers to this test shows that learners, as a result of their ignorance of prepositional use, make negative transfer errors from their native language (Arabic). While, in some cases these students show their ability to insert the right preposition. A second tool was also used to investigate the validity of the suggested hypothesis, a questionnaire. The latter was administrated to 10 grammar teachers in the English Department of Constantine 1 University. The results obtained from teachers’ answers lead us to deduce that with the use of the appropriate teaching and correcting strategies, teachers are, to some extent, able to get students understand, master and therefore minimize prepositions related errors mainly in the case of : “in”, “on” and “at”. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5197 |
Analysing learner’s errors in the use of some english prepositions : The case of first year students in the department of english letters and language-constantine 1 university [texte imprimé] / Aicha Reffas., Auteur ; Abdelhak Nemouchi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 96 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
LLanguage Sciences. learner’s Errors Some English |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
In the field of second language acquisition, attention has always been put on students’ errors and the ways teachers deal with them. Grammar represents an area of difficulty for almost all the Arab EFL learners because of the different rules it has. Teachers need to assign special auspices to these areas of difficulty often encountered by their learners. Prepositions, on which the current study focuses, appear to be a source of problems for the majority of students. Therefore, the aim of this piece of research is to probe the reasons behind students’ misuse of these grammatical features in particular the case of: «in », « on », « at » and the degree to which they tend to transfer from their first language, in addition to the effectiveness of teachers’ feedback to correct and minimize these errors. For the purpose of examining our hypothesis, a test was distributed to 40 freshmen from the Department of English Letters and language in Constantine 1 University. The test is made up of 22 sentences where the students are asked to fill in the gaps with the appropriate prepositions (in, on, at) expressing both spatial and temporal meanings. The analysis of the answers to this test shows that learners, as a result of their ignorance of prepositional use, make negative transfer errors from their native language (Arabic). While, in some cases these students show their ability to insert the right preposition. A second tool was also used to investigate the validity of the suggested hypothesis, a questionnaire. The latter was administrated to 10 grammar teachers in the English Department of Constantine 1 University. The results obtained from teachers’ answers lead us to deduce that with the use of the appropriate teaching and correcting strategies, teachers are, to some extent, able to get students understand, master and therefore minimize prepositions related errors mainly in the case of : “in”, “on” and “at”. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5197 |
|
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