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in<br />

is '<strong>an</strong> electrode which is <strong>made</strong> <strong>of</strong> copper', where 'a condensation<br />

loss' is a loss which is caused <strong>by</strong> condensation <strong>an</strong>d 'a combustion<br />

chamber' is a chamber which is used for combustion", in WIDDOWSON,<br />

H.G. Literary <strong>an</strong>d scientific uses <strong>of</strong> English. English L<strong>an</strong>guage<br />

Teachi ng Journal . London, Oxford University Press, 28(4): 277-359 ,<br />

July, 1974. p.290. The difficulty posed <strong>by</strong> some ngps has also been<br />

discussed <strong>by</strong> LEVI, Judith N. The syntax <strong>an</strong>d sem<strong>an</strong>tics <strong>of</strong> complex<br />

nomi nal s. New York, Academic Press, 1 978. p.75-117.<br />

Sopher states that <strong>an</strong>other difficulty comprises the use <strong>of</strong><br />

modifiers, usually adjectives <strong>an</strong>d adverbs, which become qualifiers<br />

in the <strong>students</strong>' native l<strong>an</strong>guage; AN EXTENSIVE HEAT-AFFECTED ZONE<br />

<strong>an</strong>d AN EXTENSIVELY HEAT-AFFECTED ZONE are quoted <strong>by</strong> .Sopher as<br />

examples <strong>of</strong> difficulties.. In SOPHER, E. An introductory approach<br />

to the teaching <strong>of</strong> scientific English to foreign <strong>students</strong>. Engl i s h<br />

L<strong>an</strong>guage Teaching Journal , London., 28(4) : 272-359 , July, 1974.<br />

p.354. If our EL I <strong>students</strong> wer« required to tr<strong>an</strong>slate these types<br />

<strong>of</strong> ngps, which we have quoted from Widdowson <strong>an</strong>d Sopher, they<br />

should be able to insert a r<strong>an</strong>kshifted group, or clause, at (q)<br />

as the Portuguese equivalent from one <strong>of</strong> the English modifiers.<br />

22<br />

See Tables 3 <strong>an</strong>d 4 in which the number <strong>of</strong> ngos in each<br />

text has been presented together with the error rate per student,<br />

in each ngp. Tables 5, 6 <strong>an</strong>d 7 present the number <strong>of</strong> <strong>errors</strong> <strong>made</strong>,<br />

the number <strong>of</strong> ngps in each text, the error rate per student,in<br />

each ngp as well as the number <strong>of</strong> ngps according to the number<br />

<strong>of</strong> words which form the ngps, found in each text.<br />

23<br />

We think that the tr<strong>an</strong>slations <strong>of</strong> these deictics -A,<br />

AN, THE, THIS, THAT, THESE <strong>an</strong>d THOSE - might also reinforce<br />

the same aspects <strong>of</strong> the problems which we have been dealing.with:<br />

the incorrect identification <strong>of</strong> the headword in a ngp, or the<br />

ch<strong>an</strong>ge <strong>of</strong> <strong>an</strong> exponent at (_m) into the headword <strong>of</strong> <strong>an</strong>other ngp;<br />

however, to make the counting up <strong>of</strong> words forming a ngp a simpler<br />

procedure, we have decided to ignore those deictics.<br />

24 SINCLAIR. p.147. He says that "almost everything that<br />

occurs at (q) is r<strong>an</strong>kshifted". He gives the following examples<br />

<strong>of</strong> r<strong>an</strong>kshifted.ngps at (q): A HAT THIS SIZE <strong>an</strong>d THE MEETING<br />

(m) h [q] (m) h<br />

NEXT WEEK<br />

[q]

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