Analysis of Errors found in sentence-Making Pratices and Erroneous sentences in Compositions of the Middle-Grade Students in Elementary Schools

• Main Authors: Gau-WeiChen, 高維貞
• Other Authors: 周碧香
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/69706539304637362381

碩士 === 國立臺中教育大學 === 語文教育學系碩士班 === 95 === Analysis of Errors found in the Sentence-Making Practices and Erroneous Sentences in Compositions of the Middle-Grade Students in Elementary Schools by Gau Wei-Chen Abstract The objective of this research is to study the phenomenon produced by lexical and syntactic errors that are committed by the middle-grade students in elementary schools. We took 308 students in 5 schools in Taiping City, Taichung Hsien to be our research objects. First of all, we compiled students’ sentences making practices and erroneous sentences and then used the “Surface Strategy Taxonomic”(Dulay1982) from the Error Analysis to categorize these 308 compositions and more than 10000 sentences in sentence-making practices. After encoding, error determination and copying, those were categorized into four error types: 「Addition」, 「Omission」, 「Mis-formation」and 「Mis-ordering」 and the percentage of each type was calculated. Second, the qualitative study was done by the content analysis. The main findings of this study were as follows: 1. Among all four error types made by middle grade students in elementary schools, problems of 「Addition」and 「Mis-formation」are the most serious ones. The percentage of errors found in sentence-making practices and erroneous sentences in students’ workbooks in the problem of 「Addition」 were 33% and 40% respectively and the percentage of errors found in sentence-making practices and erroneous sentences in the problem of 「Mis-formation」were 29% and 32% respectively. The combined percentage of errors found in the sentence-making and erroneous sentences in this two types of problems are 62﹪and 72﹪ respectively, which told us that 「to add to」 and 「to replace」were the written expressing strategies that the pupils most commonly used. 2. Problem of 「addition」 includes 「to use the same terms repeatedly」, 「to repeatedly use phrases with the same meanings」, 「to add unnecessary phrases」and 「to add Taiwanese mandarin phrases」. 3. Most of the 「Mis-formation」 problem are resulted from 「to directly translate dialect」, 「to use incorrect connecting words」, 「to use incorrect phrases」 and 「to have an in-proper formation」. 4. The errors in sentence-making practices and erroneous sentences found in the「Omission」problem were 25% and 19% respectively and in the「Mis-ordering」 problem were 7% and 5% respectively. The low percentage in these two problems tells us that most middle grade students in elementary schools are able to manage correct use position of phrases. But because the sentence-making practices in the 「Omission 」problem lacks of context of situation, it has a little big higher percentage than erroneous sentences. Findings of this study should help teachers to understand and correct student’s mistakes. It provides self-correction and teaching advices for sentence-making practices and composition education for elementary school students Kye words: Errors Analysis , Erroneous Sentences in Compositions, Sentence-Making Practices , Middle-Grade Students in Elementary Schools