'Linguistics and Language Teaching.\r'

'Grammatical mistakes do by non- inseparable face lyric poem speaker units. Introduction nomenclature whitethorn arise to either to the specifically human  dexterity for acquiring and using interlinking placements of communication, or to a specific instance of such a system of complex communication. The scientific contract of speech in any of its senses is called linguistics. Linguistic theory has traditionally considered infixed speakers as the and reliable source of linguistic data (Chomsky 1965). It is beca physical exercise not surprising to ? nd only if a limited number of whole works focusing on non- intrinsic speakers prior to the 1990s.The ? rst attempt to sic‘(non)nativism’ onto the centre stage of linguistic inquiry by challenging current undisputed assumptions on the  proposition was Paikeday’s (1985) The infixed speaker is dead , in which it is argued that the native speaker ‘exists only as a ? gment of lin guist’s imagination’ (Paikeday 1985: 12). Paikeday suggested using the status ‘pro? cient user’ of a terminusinology to refer to all speakers who git successfully use it. A few years later, Rampton (1990) similarly proposed the term ‘ effective speaker’ to include all successful users of a row.Davies (1991, 2003) further delved into ‘native speaker’ identity, and thus theorise the key question of whether a here and at present diction (L2) savant tolerate compel a native speaker of the patsy language. His conclusion was that L2 learners can be tote up native speaker of the target language and maestro the intuition, grammar, spontaneity, creativity, pragmatic control, and interpreting quality of ‘born’ native speakers. Generally, face educated Malaysians of all ethnic and family language background speak and move a homogeneous(p).However, with the implementation of the matter language policy of Bahasa M alaysia as the national language of Malaysia and as the language of instruction, (except in the cases of Chinese or Tamil medium primary prepares), the status of side of meat wrangle in Malaysia is different from the primitively years. The side of meat language covered a continuum from first language through blink of an eye language to a hostile language. Bahasa Malaysia is replacing English in most of its antecedent functions, but English whitethorn be anticipate to remain as a continuum from second language to foreign language check to the background and furrow of the speaker.In Malaysia, presently the use of English is less viridity than in Singapore and is likely to decrease steady with the implementation of the national language policy. However, English quiet remains as a language of extensive importance and is still being used in various spheres of everyday activity. The role of English has changed from its earlier status as the precise language of the col onial era and the decades after the Second introduction fight to a second language.At the moment, it is still considered as an external code to be used for diplomatic and mercenary negotiations and as a language necessary in many force fields of tertiary study and research. not surprisingly, the non-native English language speakers among Malaysians withdraw grammatical mistakes from condemnation to time. These usually happened among Malaysian adult students and even among both(prenominal) Malaysian English teachers. 1. The transcript of a record colloquy. The following excerpt is a pre come conversation among teachers and will be analysed of the mistakes do by almost teachers during discussion.Our discussion was on the quality and effectiveness of a programme called ‘Program Penutur Jati’ or English diction Teacher Development Project (ELTP). Briefly, the aim of the mould is to enhance the lower primary ESL teachers’ ability to syllabus and deliver quality English lessons based on the new National English Language political program in 600 schools across East Malaysia. The teachers involved in discussion come from various races, ethnic groups, ages and precept experiences. Kamel : That is my opinion. I tire’t make do yours. Ok. president : I agree …. augh Kamel : But , as I tell just now. I don’t like that the fixture.. ok. For manikin aaaa as my mentor come to our school .. every Monday ok.. my class start at guild o’clock……. 7. 30.. that specify virtuoso and half bit include the preparation for my lesson, so I don’t think that I flummox an ample time for me to prep ar the things… ok . Moreover, the one hour and one and half hour is the .. for all to prep be.. the whole week not only , the one day. So I don’t think that will be effective. president: Emmmm Kamel : So chair : Did you tell him astir(predicate) it?Kamel: Aaaaaa… So removed not yet. Cha irperson : Do you constitute the relegate to talk about it. Kamel : Because, I don’t perplex any.. I don’t exact the opportunity to.. Chairperson : Then, you should tell him. Kamel ; I was thinking. why don’t the mentors like them to be .. have qualification in dogma, so that they can come to the trainee teachers training college rather than… Chairperson : For your in airation, ahh Chairperson : Overall, it seems to be working with you………… Naga : The ideas (cough)… is good and different… he is friendly. Chairperson : So.. ahh.If supposing .. You have a mentor to this.. who doesn’t speak.. doesn’t speak like Morrocan. Alright Naemah : Yehhh Chairperson: Right.. Alright, if.. Chairperson: Who? Chairperson : Madam Soya? She is from where? Others : Bulgaria.. (together) Chairperson : Bulgaria? Does she have the accent? Chairperson: What do you think? Do you think… | 2. Common grammatical mistakes and fallacys by non-native English speakers. The types of misunderstandings can be categorised into two: descriptive and surface complex body parts. Descriptive misapprehensions include noun phrase, verb phrase and complex sentence.While surface structure errors include omission, addition, misin formulaation, misordering and blends. After analysing the recorded conversation, there are few mistakes or errors made by Mr. Kamel during the tell discussion. a. The use of unmarked forms kinda of marked forms is distant more(prenominal) frequent, as can be seen in the examples as follows. * I don’t know yours. * I don’t know about you. * .. as I said just now. * .. as I have said just now. matchless possible cause of these errors is plainly interlingual errors which is the result of start spit influences ‘Saya tak tahu awak punya’ and ‘… seperti yang saya kata tadi. respectively. In his oblige, ‘A Role for the Mother Tongue’ in ‘Language Transfer in Language Learning’, professor Corder (1981) reinvestigated the phenomenon and questions the term ‘ steer’. He suggests that mother mother tongue influence as a neutral and broader term to refer to what has most commonly been called transfer. Corder says that since most studies of error were made on the basis of the performance of learners in formal situations where it appears that errors related to mother tongue are more frequent, it was natural that an explanation of the phenomenon was of considerable reach to the applied linguistic.It was out of this concern that the whole pains of contrastive studies arose. He as substantially as claims that as far as the acquisition of syntactic knowledge is concerned, no execute appropriately called flutter takes place, if by that we mean that the mother tongue actually inhibits, prevents, or makes more hard the acquisition of some feature of the target language. The term ‘ onusà ¢â‚¬â„¢ is now most frequently used to mean what is no more than the movement in the learner‘s performance in the target language of mother-tongue-like features which are incorrect according to the rules of the target language. b.Obviously. Mr. Kamel has the problem in pronouncing certain manner of speaking especially in the pronunciation of the initial reasoning(a) of common course like the, there, then and that. It is also the middle consonant sullen in join and the final sound of bathe. These sounds are formed with the tongue tip behind the upper take care teeth. The initial sound of that and the final sound of both are both voiceless dental. This problem arises because Mr Kamel’s tongue is not merely touches the teeth. Thus, his pronunciation of these particular lyric poem are incorrect. Besides, difficulty in phonology can caused by mother tongue disruption.Eltrug (1984) affirmed that mother tongue interference can contribute to a large number of pronunci ation errors made by students. An English sound does exist in the native language, but not as separate phonemes. This merely means the first language speakers do not perceive it as a distinct sound that makes difference to meaning. For example The sound /? / does exist in Malay, but whether the vowel is long or picayune does not make any difference in meaning. For instance, the English phonemes/? / and /i:/ differ very ofttimes in meaning as in the words ‘leave’ and ‘live’, ‘sheep’ and ‘ship’.The great tot of vocabulary of English really makes the second language learner suffer in reading. There is a lot of words unknown and the most enigmatical point is even the second language learner know the meaning but they can’t really understand the meaning of the whole sentence. It is because an English word gives different impressions in different situations. This makes things so confusing about the meaning of the word. Grammat ical interference is specify as the first language influencing the second in terms of word order, use of pronouns and determinants, sift and mood.Interference at a lexical level suffers for the acceptation of words from one language and converting them to sound more natural in another and orthographic interference includes the spelling of one language altering another. In Malay grammar, it does not require one to have any form of determiner in front of instruments like computer, softly, internet. English grammar, however, requires the instruments mentioned above (computer, piano, internet) to be preceded by determiners and if neither a possessive determiner nor a demonstrative determiner is used, the use of either a definite article or an indefinite article is necessary.Thus, the ungrammatical sentences in could be the result of interference of the cultural transfer from Malay language structure on English. Erroneous form| Correct form| She plays piano while I sing. Malay: Dia bermain piano sementara saya menyanyi. | She plays the piano while I sing | She prevail at hearthstone. Malay : Dia tinggal di rumah | She stays at home. | confuse 1 : Examples of interference from the learners’ first language. c.Subjects also exhibited errors in subject-verb agreement as is shown in the examples as follows: * every(prenominal) Monday, my class start at nine o’clock…. * Every Monday, my class starts at nine o’clock…. The omission of â€Å"-s” can be attributed to the fact that Bahasa Malaysia does not require verbs to agree with subjects. However, the shutting free form is generalised for all persons to make the culture task easier and this is a common intralingual made by people with diverse native languages like Mr Kamel. 3. Causes and sources of errors and mistakes Interlingual errors are the result of mother tongue influences.Learners transfer/borrow some forms but not others imputable to two factors such as proto -typicality and language surpass (Kellerman, 1979). Malay learners of English commonly make errors in negative sentences. For example: Adryna no coming today. [Adryna tak datang hari ini. ] much(prenominal) errors are common in pre-verbal negation using no, the same negative construction as in their L1. In order to determine whether transfer is the cause for the circumstance of errors, James (1998), demonstrates that learners with a particular L1 make an error that those with a different L1 do not.He provides a reusable summary of these strategies which includes the following; a. False analogy b. Misanalysis c. uncompleted rule application exploiting redundancy d. Overlooking co-occurrence restrictions e. System-simplification It is not clear which strategy is responsible for a particular error. misconducts can also be viewed as ‘natural’ or as ‘induced’. For example: a. He played football yesterday. b. He goed home at six. c. He dr inked milk. d. He eated dinner. e. He sleeped at eight. ConclusionTo conclude, learners’ errors are a part of the learners’ language acquirement process. Hence, teachers should not penalise students for the errors they made. Instead, teachers should note those errors and devise slipway to assist learners to overcome their problems in language learning. It is difficult to decide whether grammatically or acceptability should serve as the criterion for error analysis. If grammatically is chosen, an error can be defined as ‘ prison-breaking of the rule of the code’ (Corder, 1967).Defining errors in terms of grammatically also necessitates giving consideration to the distinction between overt and covert error: In the field of methodology, there are two schools of thought with look to learners’ error. Firstly, the school which maintains that if we were to achieve a perfect teaching method, the errors would have never be committed and the refore the occurrence of errors is merely a sign of lack in our teaching techniques. The philosophy of the second school is that we live in an imperfect world and then errors will always occur in contuse of our very best teaching and learning ethods. One effect has been perhaps to shift the emphasis absent from a preoccupation with teaching towards a study of learning. The differences between the two are clearly defined: that the learning of the mother tongue is natural, whereas, we all know that there is no such inevitability about the learning of a second language; that the learning of the mother tongue is part of the whole maturational process of the child, whilst learning a second language normally begins only after the maturational process is complete.A child’s incorrect utterances can be interpreted as being march that he is in the process of acquiring language and the errors provide these evidences. Brown and Frazer (1964), point out that the best evidence a child possesses construction rules is the occurrence of taxonomical errors, since when the child speaks correctly, it is quite possible that he is only repeating something that he has heard. In the case of the second language learner, it is known that we do know some knowledge of what the comment has been which we call as the syllabus.The simplex fact of presenting a certain linguistic form to a learner in the classroom does not necessarily qualify it for the status of input, for the reason that input ‘is what goes in’, not ‘what is available’ for going in, and we may reasonably suppose that it is the learner who controls this input. This may well be determined by the characteristics of his language acquisition mechanism and not by those of the syllabus. References Mariam Mohd Nor, Abdul Halim Ibrahim, Shubbiah, R (2008). OUM- linguistics and Language Teaching. Seri Kembangan, Selangor.Open University Malaysia. Corder, S. P. (1967). The significance of learner s’ errors. International Review of Applied Linguistics, 5, 161-70. Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University entreat. Ames, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman. Kellerman, E. (1979). Transfer and non-transfer: Where are we now? Studies in Second Language Acquisition, 2: 37-57. Eltrug, N. S. (1984). summary of the Arab Learners Errors in Pronunciation of English Utterances in closing off and Context.Ph. D Dissertation. The University of Kansas. Chomsky, N. (1965). Aspects of the theory of syntax . Cambridge, MA: MIT Press Paikeday, T. (1985). The native speaker is dead! Toronto: Paikeday Publishing. Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, af? liation, and inheritance. ELT  Journal  44. 2, 97â€101. Davies, A. (1991). The native speaker in applied linguistics . Edinburgh: Edinburgh University Press. Davies, A. (2003). The native speaker of World Englishes. Journal of Pan-Paci? c Association of Applied Linguistics  6. 1, 43â€60\r\n'