‘Where’, ‘In Which’, and                 ‘In That’: A Corpus-Based Approach to Error Analysis

Crompton, Peter

doi:10.1177/0033688205055570

Cited by 7 publications

(6 citation statements)

References 7 publications

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“…This could be a reason why English learners, regardless of the existence of resumptive pronouns in L1, often supply pronoun copies in their ERCs. The discovery of resumptive pronouns in the current study lends support to several previous studies (Chang 2004, Crompton 2005, Phoocharoensil 2009.…”

Section: Selectional Restriction Violationsupporting

confidence: 91%

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Errors on the Relative Marker WHERE: Evidence from an EFL Learner Corpus

Phoocharoensil

2014

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Section: Selectional Restriction Violationsupporting

confidence: 91%

“…(Chang 2004, p. 14) In an examination of ERCs found in the Brunei Learner Corpus (BLC), Crompton (2005) indicated an overuse of the relative marker where. Of all the ERCs introduced by where, approximately 38.66 % (46 out of 119 tokens) were ungrammatically produced.…”

Section: Previous Related Studies On the Relative Marker Where And Enmentioning

confidence: 99%

Errors on the Relative Marker WHERE: Evidence from an EFL Learner Corpus

Phoocharoensil

2014

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“…Studies focusing on more specific types of errors in L2 writing have revealed much richer findings (Crompton, 2005;Hsin, 2003;Huang, 2001;Liu & Yang, 2006;Su, 2002). For instance, Su (2002) analyzed errors of three high frequency verbs (buy, wait and learn) in the interlanguage of Chinese EFL learners based on "the Chinese Learners' English Corpus".…”

Section: Literature Reviewmentioning

confidence: 99%

An Investigation of Syntactic Errors in Chinese Undergraduate EFL Learners’ Compositions: A Cohort Study

Li¹,

Xu²

2013

IJALEL

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This paper reports on a study of syntactic errors in English essays composed by Chinese university students. Thirty undergraduate non-English majors across disciplines produced 90 essays on three tasks during eight weeks, and answered a self-developed questionnaire at the end of the course. Analyses of the data resulted in the following main findings: (1) Among the ten types of syntactic errors, errors in tense and voice were the most frequently occurring type of errors, (2) the errors generally tended to decrease across tasks, (3) the syntactic errors of various categories were generally inversely correlated with the students' writing performance, and (4) the errors were caused by diverse reasons, of which carelessness and the differences between Chinese and English were considered the most crucial.

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“…(3) How are the errors related to the students' writing performance? (4) What are the general sources for the errors?…”

Section: Literature Reviewmentioning

confidence: 99%

Paragraph-level Errors in Chinese Undergraduate EFL Learners‘ Compositions: A Cohort Study

Li¹,

Wang²

2011

TPLS

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Abstract-The present study investigated the paragraph-level errors in 90 English compositions produced by 30 Chinese undergraduate non-English majors on three tasks during eight weeks. Analyses of these errors and the survey data yielded the following main findings: (1) Among the four categories of paragraph-level errors, errors in paragraph development accounted for the largest percentage, followed by errors in paragraph coherence, errors in paragraph unity, and inconsistency in point of view. This pattern was generally observed for the distribution of the errors in each individual task; (2) the errors generally tended to increase across tasks. Errors in paragraph development in particular increased statistically significantly in the last two tasks; (3) the errors of all categories were generally inversely correlated with the students' writing performance, among which errors in paragraph development were significantly inversely related to the latter, and (4) several reasons were identified for the errors such as the lack of writing practice and the influence of Chinese. Thus, it can be concluded that paragraph-level errors are often persistent in students' English writing and are closely related to the quality of the writing. They hence deserve further research.

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‘Where’, ‘In Which’, and ‘In That’: A Corpus-Based Approach to Error Analysis

Cited by 7 publications

References 7 publications

Errors on the Relative Marker WHERE: Evidence from an EFL Learner Corpus

Errors on the Relative Marker WHERE: Evidence from an EFL Learner Corpus

An Investigation of Syntactic Errors in Chinese Undergraduate EFL Learners’ Compositions: A Cohort Study

Paragraph-level Errors in Chinese Undergraduate EFL Learners‘ Compositions: A Cohort Study

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