Казанский (Приволжский) федеральный университет, КФУ
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THE LEXICAL ERRORS COMMITTED BY UNDERGRADUATE ENGLISH LEARNING STUDENTS IN THE UNIVERSITY OF MALI AND MARI STATE UNIVERSITY (RUSSIA)
Форма представленияИные электронные образовательные ресурсы
Год публикации2020
Языканглийский
  • Букач Ольга Владиславовна, автор
  • Зиганшина Чулпан Рифовна, автор
  • Паньков Александр , автор
  • Библиографическое описание на языке оригинала This private NON-PROFIT professional publication and associated web-based, information archive service is dedicated to the enhancement of practice, program development, program evaluation and innovations in mental health and substance abuse treatment programs worldwide. Its goal is to provide a public forum for practitioners, consumers and researchers to address the multiple service needs of patients and families and help determine what works, for whom under a variety of circumstances.
    Аннотация This study is limited to the incorrect lexical selections, which are hindering the quality of the students' written communication. The limitation is designed to be such because the written communicative quality of English being learned as a second language (ESL) is evidence of how successful the learning, if not, the teaching is proceeding. The justification of the choice of this scope is because of the importance of lexical selections, when they are wrong, this phenomenon will be harmful not only to the message in its content. The taxonomy by James (1998), Hemchua and Schmitt (2006) was used to detect and categorize the irrelevant lexical errors among the participants. As such, the most frequent errors the students face in their French-English translation are formal errors (namely, borrowing: 22, 81%; coinage: 14, 58%) and semantic errors (under specification: 48%; semantic word selection: 35%).
    Ключевые слова English as a Second Language (ESL), Formal Errors, written Communication, Semantic Errors.
    URL https://www.psychosocial.com/article/PR2020518/27061/
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