Grammatical Errors

Grammatical Errors

 

Grammatical errors are so close with us, who make English become foreign language. We usually make some mistakes when we write anything, such as article, journal, novel, etc. For the most of student, one of part to learn English is on the grammatical. Now, I will explain about little bit of grammatical errors.

            There was a study in Mysore, India and Bushehr, Iran about grammatical errors. The results of the study indicate that the total number of errors committed by the Iranian students was 3045 and that of their Indian peers' was 3274. The maximum errors made by the subjects were from the realm of 'punctuation' (1387). The number of errors made by the Indian students in the use of punctuation was 718 which came to 22% for errors in punctuation. The Iranian students committed 669 errors. They constituted 22% of errors for punctuation. Thus, the minimum number of errors recorded in writing in this study was 'spelling.' The total number of errors in the use of spelling was 1050. The number of errors committed by the Iranian students in the use of spelling was 578 which come to 19% for errors in spelling. The number of errors committed by the Indian students was 472. They constituted 14% of errors for spelling (Khansir, 2013).

            The study found out that errors in verb tenses are the most common linguistic errors of the students, followed by error in sentence structure, punctuations, word choice, spelling, use of prepositions and articles. These errors fall under the grammatical, mechanics/substance and syntactic aspects of writing English. Majority of these errors are caused by learners' poor knowledge of the target language (English), specifically ignorance of rule restrictions. Others are attributed to the learners' carelessness, first language transfer or interference and limited vocabulary in the target language.

Through this study, language teachers are guided to assess their own teaching methodologies and identify their students' ability in writing and to choose the strategies and topics that are best suited to their students (Lasaten, 2014).

            Spelling errors are a rich source of information. Systematic spelling failures are thought to reveal aspects of the cognitive mechanisms of spelling and learning to spell. Moreover, spelling errors may be strongly dependent on the language-specific orthographic system and on the individual level of competence (Protopapas, Fakou, Drakopoulou, Skaloumbakas, & Mouzaki, 2013).

            How does grammar affect the way people read news articles? Do grammatical errors weaken credibility and comprehension? Is grammar processed superficially or deeply? This exploratory study considers those questions based on dual-processing theories and grammar processing research. An experiment then tests the effect of grammatical errors on the reading and evaluating of news articles. Cognitive psychologists have studied how individuals process grammar. This line of research has examined processing of individual words,1 phrases,2 sentences,3 paragraphs,4 spoken language5 and advertisements.6 None of the research has moved to studying processing of everyday reading materials, such as print news articles. This study moves such research into the realm of print media (Appelman & Bolls, 2011).

            Other grammatical transgressions are used to represent casual speech, as ungrammatical word forms (you is the best!) or merged verb? preposition (you gonna come?) (e.g., Plester et al.,2008,2009). Spellings such as frendz (De Jonge & Kemp,2012) flout grammatical rules; here, that regular plurals are spelled with a finals (Kemp, Wood, & Waldron, 2014).