Noraziah Azizan - Academia.edu (original) (raw)
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It has been established that ESL learners' vocabulary knowledge correlates highly to their genera... more It has been established that ESL learners' vocabulary knowledge correlates highly to their general proficiency in English. The vocabulary size of ESL learners is seen as an essential aspect of readiness of first-year students to adapt to the university learning environment especially when English is used as the medium of instruction. Owing to this reason a study was conducted among 156 diploma level students from the faculty of Architecture, Planning and Surveying of a public university in Malaysia to determine their level of receptive and productive vocabulary knowledge in their first year of study at the university. Vocabulary Levels Test Version 1 by Nation (1990) at 2000, 3000, 5000-word and University Word levels as well as Vocabulary-size Test (Laufer & Nation, 1999) at 2000 and 3000-word levels were administered to seven groups of students (between 18-26 students per group) to measure their receptive and productive vocabulary respectively. The tests were chosen based on the estimates made by Nation (1990) that tertiary (advanced) level ESL learners should have acquired a minimum productive English vocabulary of 2000 to 3000 word families for use in speaking and writing and a slightly larger receptive vocabulary of 3000 to 5000 word families in order to participate effectively in academic discourse.
Abstrak Tujuan kajian ini adalah untuk mengenal pasti kesalahan dalam penulisan yang dilakukan ol... more Abstrak Tujuan kajian ini adalah untuk mengenal pasti kesalahan dalam penulisan yang dilakukan oleh pelajar Melayu yang sedang belajar bahasa Inggeris sebagai bahasa kedua yang boleh dikaitkan dengan gangguan bahasa ibunda. 20 pelajar pra-ijazah dari program Ukur Bahan Universiti Teknologi MARA telah mengambil bahagian dalam kajian ini. Mereka telah diarahkan untuk menulis esei antara 200-300 perkataan bedasarkan tajuk yang diberikan dalam Bahasa Inggeris dan Melayu. Karangan mereka dianalisis menggunakan tatacara Error Analysis (EA) yang dicadangkan oleh James (1998) dan diamalkan oleh pengamal EA semasa. Prosedur ini termasuk 1) persampelan bahasa, 2) mencatat setiap ucapan dan sampel serta konteksnya 3) memutuskan sama ada ayat pelajar adalah normal 4) membina semula bentuk yang dicadangkan itu dan mengenal pasti jenis kesalahan 5) menerangkan kesalahan 6) memutuskan sama ada ia adalah satu kesalahan atau kesilapan 7) menjalankan penterjemahan ke belakang ayat yang salah kedalam L1 pelajar 8) memutuskan sama ada ia adalah kesalahan disebabkan gangguan bahasa ibunda 9) menentukan tahap kesalahan tersebut dan akhirnya 10) menjalankan kerja-kerja pemulihan. Fokus utama kajian ini adalah gangguan bahasa ibunda, justeru itu hanya kesalahan yang berkaitan dengan gangguan L1 akan diberi perhatian. Artikel ini akan membincangkan tiga jenis gangguan utama iaitu 'pemindahan peraturan', 'pengurangan lebihan' dan 'overgeneralization'. Kertaskerja ini akan membentangkan keputusan kajian secara descriptive. Kata kunci: gangguan bahasa ibunda, pemindahan peraturan, pengurangan lebihan dan overgeneralization Abstract The purpose of this study is to identify the errors in writing committed by Malay ESL learners which can be attributed to mother tongue interference. 20 pre-degree quantity surveyor students from Universiti Teknologi MARA participated in the study. They were instructed to write between 200-to 300-word essays on a given topic in English and in Malay. Their compositions were analyzed using the algorithm for conducting error analysis (EA) proposed by James (1998) which are practiced by current EA practitioners. The procedure includes 1) sampling the learners' language, 2) registering each utterance and sample, and its context 3) deciding whether the utterance is 'normal' 4) reconstructing the intended form and identifying the mis-correspondence 5) describing the errors 6) deciding whether it is an error or a mistake 7) Carrying out a back translation of deviant forms into the learners' L1 8) deciding whether it is interference error 9) determining its gravity and finally 10) conducting remedial work. Since the main focus of the study is mother tongue interference, only errors related to L1 interference were addressed. The paper discusses three major types of interference which are 'transfer of rules', 'redundancy reduction' and 'overgeneralization'. This paper presents the descriptive analysis of the results.
It has been established that ESL learners' vocabulary knowledge correlates highly to their genera... more It has been established that ESL learners' vocabulary knowledge correlates highly to their general proficiency in English. The vocabulary size of ESL learners is seen as an essential aspect of readiness of first-year students to adapt to the university learning environment especially when English is used as the medium of instruction. Owing to this reason a study was conducted among 156 diploma level students from the faculty of Architecture, Planning and Surveying of a public university in Malaysia to determine their level of receptive and productive vocabulary knowledge in their first year of study at the university. Vocabulary Levels Test Version 1 by Nation (1990) at 2000, 3000, 5000-word and University Word levels as well as Vocabulary-size Test (Laufer & Nation, 1999) at 2000 and 3000-word levels were administered to seven groups of students (between 18-26 students per group) to measure their receptive and productive vocabulary respectively. The tests were chosen based on the estimates made by Nation (1990) that tertiary (advanced) level ESL learners should have acquired a minimum productive English vocabulary of 2000 to 3000 word families for use in speaking and writing and a slightly larger receptive vocabulary of 3000 to 5000 word families in order to participate effectively in academic discourse.
Abstrak Tujuan kajian ini adalah untuk mengenal pasti kesalahan dalam penulisan yang dilakukan ol... more Abstrak Tujuan kajian ini adalah untuk mengenal pasti kesalahan dalam penulisan yang dilakukan oleh pelajar Melayu yang sedang belajar bahasa Inggeris sebagai bahasa kedua yang boleh dikaitkan dengan gangguan bahasa ibunda. 20 pelajar pra-ijazah dari program Ukur Bahan Universiti Teknologi MARA telah mengambil bahagian dalam kajian ini. Mereka telah diarahkan untuk menulis esei antara 200-300 perkataan bedasarkan tajuk yang diberikan dalam Bahasa Inggeris dan Melayu. Karangan mereka dianalisis menggunakan tatacara Error Analysis (EA) yang dicadangkan oleh James (1998) dan diamalkan oleh pengamal EA semasa. Prosedur ini termasuk 1) persampelan bahasa, 2) mencatat setiap ucapan dan sampel serta konteksnya 3) memutuskan sama ada ayat pelajar adalah normal 4) membina semula bentuk yang dicadangkan itu dan mengenal pasti jenis kesalahan 5) menerangkan kesalahan 6) memutuskan sama ada ia adalah satu kesalahan atau kesilapan 7) menjalankan penterjemahan ke belakang ayat yang salah kedalam L1 pelajar 8) memutuskan sama ada ia adalah kesalahan disebabkan gangguan bahasa ibunda 9) menentukan tahap kesalahan tersebut dan akhirnya 10) menjalankan kerja-kerja pemulihan. Fokus utama kajian ini adalah gangguan bahasa ibunda, justeru itu hanya kesalahan yang berkaitan dengan gangguan L1 akan diberi perhatian. Artikel ini akan membincangkan tiga jenis gangguan utama iaitu 'pemindahan peraturan', 'pengurangan lebihan' dan 'overgeneralization'. Kertaskerja ini akan membentangkan keputusan kajian secara descriptive. Kata kunci: gangguan bahasa ibunda, pemindahan peraturan, pengurangan lebihan dan overgeneralization Abstract The purpose of this study is to identify the errors in writing committed by Malay ESL learners which can be attributed to mother tongue interference. 20 pre-degree quantity surveyor students from Universiti Teknologi MARA participated in the study. They were instructed to write between 200-to 300-word essays on a given topic in English and in Malay. Their compositions were analyzed using the algorithm for conducting error analysis (EA) proposed by James (1998) which are practiced by current EA practitioners. The procedure includes 1) sampling the learners' language, 2) registering each utterance and sample, and its context 3) deciding whether the utterance is 'normal' 4) reconstructing the intended form and identifying the mis-correspondence 5) describing the errors 6) deciding whether it is an error or a mistake 7) Carrying out a back translation of deviant forms into the learners' L1 8) deciding whether it is interference error 9) determining its gravity and finally 10) conducting remedial work. Since the main focus of the study is mother tongue interference, only errors related to L1 interference were addressed. The paper discusses three major types of interference which are 'transfer of rules', 'redundancy reduction' and 'overgeneralization'. This paper presents the descriptive analysis of the results.