Error analysis : a hierarchy of difficulty encountered by Japanese students learning English as a second language

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dc.contributor.authorFukushima, Masayukien_US
dc.date.accessioned2024-08-13T22:25:05Z
dc.date.available2024-08-13T22:25:05Z
dc.date.copyright1986en_US
dc.date.issued1986
dc.degree.departmentDepartment of Linguistics
dc.degree.departmentSchool of Languages, Linguistics and Cultures
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractIt has been one of the main concerns of Applied Linguistics to seek for an answer to the question of why one aspect of grammar is more difficult than another for the second language learner. In an attempt to provide an answer for this, a systematic investigation of the errors made by Japanese students in learning English has been made on morpho-syntactic and semantic aspects. In the process of studying causes of errors, three sources are determined: first-language transfer, first-language interference, and second-language intralingual and developmental sources. The errors are classified into twelve types in accordance with the three sources. A hierarchy of difficulty of linguistic categories is hypothetically established based on observations of the persistence and frequency of errors.
dc.format.extent112 pages
dc.identifier.urihttps://hdl.handle.net/1828/17838
dc.rightsAvailable to the World Wide Weben_US
dc.titleError analysis : a hierarchy of difficulty encountered by Japanese students learning English as a second languageen_US
dc.typeThesisen_US

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