KFU. Card publication. The Lexical Errors Committed by Undergraduate English Learning Students in the University of Mali and Mari State University (Russia)

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THE LEXICAL ERRORS COMMITTED BY UNDERGRADUATE ENGLISH LEARNING STUDENTS IN THE UNIVERSITY OF MALI AND MARI STATE UNIVERSITY (RUSSIA)

Form of presentation

Other electronic educational resources

Year of publication

2020

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Authors, employees of KFU

Bukach Olga Vladislavovna, author

Ziganshina Chulpan Rifovna, author

Other authors

Pankov Aleksandr , author

Bibliographic description in the original language

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.

Annotation

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%).

Keywords

English as a Second Language (ESL), Formal Errors, written Communication, Semantic Errors.

URL

https://www.psychosocial.com/article/PR2020518/27061/

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=233480&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Bukach Olga Vladislavovna	ru_RU
dc.contributor.author	Ziganshina Chulpan Rifovna	ru_RU
dc.contributor.author	Pankov Aleksandr	ru_RU
dc.date.accessioned	2020-01-01T00:00:00Z	ru_RU
dc.date.available	2020-01-01T00:00:00Z	ru_RU
dc.date.issued	2020	ru_RU
dc.identifier.citation	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.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=233480&p_lang=2	ru_RU
dc.description.abstract	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%).	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	English as a Second Language (ESL)	ru_RU
dc.subject	Formal Errors	ru_RU
dc.subject	written Communication	ru_RU
dc.subject	Semantic Errors.	ru_RU
dc.subject	English as a Second Language (ESL)	ru_RU
dc.subject	Formal Errors	ru_RU
dc.subject	written Communication	ru_RU
dc.subject	Semantic Errors.	ru_RU
dc.title	The Lexical Errors Committed by Undergraduate English Learning Students in the University of Mali and Mari State University (Russia)	ru_RU
dc.type	Other electronic educational resources	ru_RU