Learning-induced errors in the written English texts of hearing-impaired learners in primary school

A. S. Mang’oka, A. W. Somba
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Abstract

This paper sought to identify and describe the learning-induced errors in the written English of hearing-impaired learners in primary schools. The paper also establishes if there are significant differences between the learning-induced errors made by the hearing impaired pupils (HI) and those made by the hearing pupils (HP) in their written English texts. The study was based on data collected from the written texts of 30 hearing-impaired (HI) pupils and 30 hearing pupils in standard six, seven and eight. The hearing pupils in this study formed the comparison group. Thirty HI pupils and 30 hearing pupils were sampled from Ngala Special School and St Paul's Primary School, respectively. In both schools, stratified random sampling was used. The study then employed simple random sampling to select ten pupils per class in each school with equal gender representation. The researcher used a free composition, a picture story and a cloze passage for data elicitation. Corder’s Error Analysis theory and Selinker’s Interlanguage theory were used to guide the study. From the data analysed in this study, it is evident that both HI and HP make learning-induced errors. These errors, however, differ in quality and quantity. The HI made more Learning-induced errors than their hearing counterparts did. This implied that the HI group had not yet acquired grammatical and lexical competence. The findings of this study will not only add more knowledge to studies done in applied linguistics but will also be of pedagogical value to educationists, teachers and the Ministry of Education in general.
小学听障学生英语书面文章中的学习诱因错误
本文旨在识别和描述小学听障学生书面英语中的学习诱因错误。本文还确定了听障学生(HI)与健听学生(HP)在书面英语课文中所犯的学习诱因错误之间是否存在显著差异。本研究基于从六年级、七年级和八年级的 30 名听障学生和 30 名健听学生的书面文章中收集的数据。本研究中的听障学生构成对比组。30 名听障生和 30 名健听生分别从 Ngala 特殊学校和圣保罗小学抽取。两所学校均采用了分层随机抽样法。然后,研究采用简单随机抽样法,在每所学校的每个班级抽取 10 名学生,男女比例相等。研究人员使用了自由作文、图片故事和掐头去尾段落来激发数据。研究采用了 Corder 的错误分析理论和 Selinker 的语际理论作为指导。从本研究分析的数据中可以看出,HI 和 HP 都会犯学习引起的错误。但是,这些错误在质和量上有所不同。与听力组的学生相比,听力组的学生犯了更多的学习诱因错误。这意味着,听障组尚未掌握语法和词汇能力。本研究的结果不仅为应用语言学研究增添了更多的知识,而且对教育工作者、教师和教育部也具有重要的教学价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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