towards an analysis of errors made by university students ... - DSpace

90
have been
found.
No omission occurred in the second non-sepcific
text
- RACE AND HEREDITY. Both groups of students have translated
those two non- specific texts as if they were only one
group
of students; those texts have been administered with the
purpose
of detecting possible areas of difficulties common to both
groups of students, in confrontation with the difficulties
encountered by,each group of students when translating
the
specific texts. The highest percentage of omission which
has
co-occurred with wbt and i rg errors, in the same ngp, might
lead
us to conclude that a possible cause of those errors and omissions
was due to the markedly specific aspect of the English ngps in
which those errors and omissions occurred. However, from the list
of errors in ngps, with the percentage of students who have
made
those wbt and i rg types of errors, provided
in appendix 2.2.4., we
can see that the English ngps in which the highest percentage
of
students made wbt and i rg errors, do not belong
to a highly
specific vocabulary, as the high percentages
produced by the
translation of THE NEXT INSTANT (J10P) and THE THIRD TRIMESTER
(T10N), respectively 54,17% and 36,84%, show. Admitting that the
explanation of errors is certainly a most vulnerable area of
error analysis, we also recognize that omission in
translated
texts is a difficult area whose causes cannot be easily
tackled.
Although omissions do not lend themselves to an accurate
evaluation of how students have perceived the sequence of
structural elements in a ngp, they have been taken into account
because students have succeeded in perceiving the limits of
those ngps by omitting exactly the translation of the exponents
of the structural elements which have formed those ngps, namely