Linguistic Error Analysis on Students' Thesis Proposals

Autor/inn/en	Pescante-Malimas, Mary Ann; Samson, Sonrisa C.
Titel	Linguistic Error Analysis on Students' Thesis Proposals
Quelle	In: IAFOR Journal of Language Learning, 3 (2017) 2, S.193-209 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2188-9554
Schlagwörter	Error Analysis (Language); Proposal Writing; Theses; Student Writing Models; Grammar; Syntax; Linguistic Competence; Form Classes (Languages); Punctuation; Teaching Methods; College Students; Content Analysis; Error Patterns; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Error analysis; Language; Fehleranalyse; Antragstellung; These; Grammatik; Sprachkompetenz; Analytischer Sprachbau; Interpunktion; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Inhaltsanalyse; Fehlertyp; Ausland; Philippinen
Abstract	This study identified and analyzed the common linguistic errors encountered by Linguistics, Literature, and Advertising Arts majors in their Thesis Proposal classes in the First Semester 2016-2017. The data were the drafts of the thesis proposals of the students from the three different programs. A total of 32 manuscripts were analyzed which was based on the actual number of groups. Results showed that of the three kinds of errors, namely grammatical, syntactical, and mechanics/substance, grammar as a main concern in writing competency was the most common linguistic error among these students. Moreover, the prevalent grammatical errors were: disagreement between the pronoun and antecedent, wrong usage of tense, and disagreement between the verb and subject. In the area of syntax, the most problematic areas were: fragments and run-ons. Lastly, in terms of mechanics, the top errors were: punctuation and spelling. This study recommends that an intensive refresher writing course that focuses on the error-prone areas be conducted to prepare graduating students for their thesis proposal writing; to consider that team teaching and other interventions be considered so linguistic problems together with content can be addressed, since form and content go together, and finally, that a thesis editing guide or writing handbook be prepared, with an abundance of examples, practice exercises and writing activities, for instructors' and students' use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01