In:
RELC Journal, SAGE Publications, Vol. 38, No. 2 ( 2007-08), p. 171-198
Abstract:
Studies have suggested that, for advanced language learners, lexical knowledge plays a greater role than grammar in the acquisition of native-like fluency. The purpose of the present study was to test this view by examining the language errors of university entry-level students whose first academic language is not English and to determine with some precision what kinds of errors these students make, how these errors relate to specific parts of written genres and what guidelines may be followed to overcome such errors. To do this, an error analysis was undertaken, involving a short tourist information text written in English by 40 Malay-speaking students at the University of Brunei Darussalem. It was found that the majority of errors, as expected, were errors of usage, not grammar, and that there was a relationship between the types of errors and the move-strategy (way in which a genre move is realized in content). It is concluded that, at the academic level, raising students' awareness of usage types and patterns with relation to genre moves is far more crucial than instruction in grammar. Furthermore, it is proposed that instruction in usage must be undertaken in small-group or individual settings and must be relevant to the student's immediate language task.
Type of Medium:
Online Resource
ISSN:
0033-6882
,
1745-526X
DOI:
10.1177/0033688207079692
Language:
English
Publisher:
SAGE Publications
Publication Date:
2007
detail.hit.zdb_id:
2169714-0
SSG:
7,25
SSG:
7,11
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