LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 5 May 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Analysis of Intralingual Errors in Learning English as a Foreign Language by Yemeni Students

Yahia Ahmed Qaid, M.Ed. in ELT, Ph.D. Candidate
L. Ramamoorthy, Ph.D.

Abstract

This paper presents the errors committed by Yemeni students of English while writing English. The errors committed by the students are classified into three different categories.

The first category is interlingual and intralingual errors. The Interlingual errors are those that result from language transfer and are caused by the learner's native language, say L1 whereas the Intralingual errors are those which result from faulty or partial learning of L2, rather than from language transfer (Richards 1973, Gass and Selinker, 2008, Brown, 2007).

The second category is language transfer, transfer of training, strategies of second language learning, strategies of second language communication and overgeneralization (Selinker 1972, 1992).

The third category is addition, fragment, omission, simplification, structure of the sentences, selection of the words, word order and subject-verb agreement (Corder 1973, Dulay, Burt, Krashen,1982, & Ellis 1997).

The aim of this paper is to focus on the intralingual errors Yemeni learners make while writing. The data was derived from free compositions written by 200 learners.

Additionally, this paper will also draw attention of teachers of English language to a list of errors that is recurrent among learner.

The errors were identified and categorized and the result highlighted a significant difference between the frequencies of intralingual errors types.

Keywords: Intralingual errors, Yemeni learners, omission, addition, simplification, fragment, selection, structure of sentence

Introduction

In Australia, UK or USA, English is studied as the first language. In India and Pakistan, it is studied as a second language. In Arab countries, it is studied as a foreign language and has become very popular. The youth in Arab countries have realized the necessity of learning and mastering English for direct communication with foreigners.

In Yemen, the country of the researcher, students learn English from seventh grade for six years before joining university. In the university, there are three types of colleges: Education, Arts, and Languages.

In these colleges, English department is one among the many. In colleges for Education, there are three courses the students must study, namely, Linguistics, Literature and English language teaching. In colleges for Arts and Languages, there are only two courses, namely, Literature and Linguistics. While learning English as a foreign or second language, the students will make errors, which are inevitable during the process of learning.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Yahia Ahmed Qaid, M.Ed. in ELT, Ph.D. Candidate
Department of Linguistics
University of Mysore
Mysore 570 006
Karnataka, India.

Also Faculty Member, Department of English
Hajjah University
Hajjah
Yemen
qaid555@yahoo.com

L. Ramamoorthy, Ph.D.
Central Institute of Indian Languages
Manasagangotri
Mysore-570006
Karnataka
India
ramamoorthy_ciil@yahoo.com
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