Still errors after all those years ...

Sandra, Dominiek; Frisson, Steven; Daems, Frans

doi:10.1075/wll.7.1.07san

Cited by 11 publications

(4 citation statements)

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“…We especially expect homophone intrusions, with the third person singular present tense being confused with the past participle, and the past tense with the adjectival past participle. Given the literature, the likelihood of a confusion is likely to be codetermined by the frequency of occurrence of the target form relative to its homophone, with fewer errors on HFverb forms than on LF-verb forms (e.g., Sandra et al, 1999Sandra et al, , 2004. We also expect that the familiarity of the verb itself instead of the specific verb form is a factor of importance.…”

Section: The Present Studymentioning

confidence: 94%

“…We focus on Dutch verbs with two or three homophonous forms in their inflectional paradigms. Empirical evidence shows that also in Dutch many more errors are made with homophones than with nonhomophones (e.g., Assink, 1985;Sandra et al, 1999Sandra et al, , 2004. According to a rough estimate on the basis of the verbs listed in CELEX (Baayen, Piepenbrock, & Gulikers, 1995), 10% of the Dutch verbs display homophony.…”

Section: Introductionmentioning

confidence: 99%

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The role of grammar in spelling homophonous regular verbs

Chamalaun

Bosman

Ernestus

2021

WL&L

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Can a lack of grammatical knowledge alone be held accountable for the spelling errors that are made for homophonous verb forms and do these errors occur because spellers do not apply their grammatical knowledge? Three experiments with secondary school pupils were conducted on Dutch weak prefix verbs. The results confirmed that pupils made many spelling errors and also have great problems identifying the verb forms’ functions. Moreover, a direct correlation was revealed between a pupil’s identification of the form’s grammatical function and its spelling. These results indicate that many errors result from pupils’ inability to determine the grammatical functions of the forms. If pupils know the form’s function, they are more likely to also spell the form correctly. If they do not, they often choose the form’s homophone, especially if the homophone is more frequent than the target form. Spelling education thus needs a strong grammatical basis.

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Section: The Present Studymentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

The role of grammar in spelling homophonous regular verbs

Chamalaun

Bosman

Ernestus

2021

WL&L

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“…These studies have indeed shown that the presence of an audible morphological marker considerably reduces verbal agreement errors in children and skilled literate adults alike. Akin to the results obtained for the French language, both Dutch children and experienced adults produce more spelling errors on regularly inflected verb forms that do not include audible differences than for those that do (Frisson and Sandra, 2002; Sandra et al, 2004). …”

Section: Introductionmentioning

confidence: 56%

Phonological and orthographic cues enhance the processing of inflectional morphology. ERP evidence from L1 and L2 French

Carrasco-Ortíz

Frenck-Mestre

2014

Front. Psychol.

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We report the results of two event-related potential (ERP) experiments in which Spanish learners of French and native French controls show graded sensitivity to verbal inflectional errors as a function of the presence of orthographic and/or phonological cues when reading silently in French. In both experiments, verbal agreement was manipulated in sentential context such that subject verb agreement was either correct, ill-formed and orally realized, involving both orthographic and phonological cues, or ill-formed and silent which involved only orthographic cues. The results of both experiments revealed more robust ERP responses to orally realized than to silent inflectional errors. This was true for L2 learners as well as native controls, although the effect in the learner group was reduced in comparison to the native group. In addition, the combined influence of phonological and orthographic cues led to the largest differences between syntactic/phonological conditions. Overall, the results suggest that the presence of phonological cues may enhance L2 readers’ sensitivity to morphology but that such may appear in L2 processing only when sufficient proficiency is attained. Moreover, both orthographic and phonological cues are used when available.

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“…“Silent suffix” errors with confusion of homophone verb forms are also frequent in other languages. In Dutch the 1st person verb word and the 3rd person verb wordt have the same pronunciation and are commonly confused ( Sandra et al, 2004 ). In French, there is no audible difference between the verb forms mange , manges and mangent , and ERP studies show that responses to confusion of such homophone verb forms differs from responses to confusion of heterophone verb forms like mange vs. mangez ( Carassco-Ortiz and Frenck-Mestre, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

Not all grammar errors are equally noticed: error detection of naturally occurring errors and implications for eye-tracking models of everyday texts

2023

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Grammar errors are a natural part of everyday written communication. They are not a uniform group, but vary from morphological errors to ungrammatical word order and involve different types of word classes. In this study, we examine whether some types of naturally occurring errors attract more attention than others during reading, measured by detection rates. Data from 211 Danish high school students were included in the analysis. They each read texts containing different types of errors: syntactic errors (verb-third word order), morphological agreement errors (verb conjugations; gender mismatches in NPs) and orthographic errors. Participants were asked to underline all errors they detected while reading for comprehension. We examined whether there was a link between the type of errors that participants did not detect, the type of errors which they produce themselves (as measured in a subsequent grammar quiz), and the type of errors that are typical of high school students in general (based on error rates in a corpus). If an error is infrequent in production, it may cause a larger surprisal effect and be more attended to. For the three subtypes of grammar errors (V3 word order, verb errors, NP errors), corpus error rates predicted detection rates for most conditions. Yet, frequency was not the only possible explanation, as phonological similarity to the correct form is entangled with error frequency. Explicit grammatical awareness also played a role. The more correct answers participants had in the grammar tasks in the quiz, the more errors they detected. Finally, we found that the more annoyed with language errors participants reported to be, the more errors they detected. Our study did not measure eye movements, but the differences in error detection patterns point to shortcomings of existing eye-tracking models. Understanding the factors that govern attention and reaction to everyday grammar errors is crucial to developing robust eye-tracking processing models which can accommodate non-standard variation. Based on our results, we give our recommendations for current and future processing models.

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Still errors after all those years ...

Cited by 11 publications

References 0 publications

The role of grammar in spelling homophonous regular verbs

The role of grammar in spelling homophonous regular verbs

Phonological and orthographic cues enhance the processing of inflectional morphology. ERP evidence from L1 and L2 French

Not all grammar errors are equally noticed: error detection of naturally occurring errors and implications for eye-tracking models of everyday texts

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