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040			_aLB-BrCRDP
100	1		_aFaraj, Angela _gMaster Arts
245	1	0	_aGrammatical, lexical and mechanicaL errors in writing made by 12-14 year old learners as a second foreign language in a French-medium private school in North lebanon
260			_aBeirut _bUniversity of Balamand. Faculty of Arts and Social Sciences, department of English and Literature _c2010
300			_a57 pages
500			_aالنوع : Mémoire
520	3		_aThis study focuses on gaining insights into grammatical, lexical, and mechanical errors made by 25 Arabic-speaking students aged between 12 and 14 in grade eight at a French medium private school in Tripoli, Lebanon. This research, with its emphasis on detailed micro-analysis of learners’ errors, aims at investigating whether these learners’ errors are due to L1, L2 Transfer or developmental factors. The study draws on a students’ writing test. The students’ paragraphs are corrected by the researcher herself as well as by a native teacher, where the errors are identified, described, explained and then evaluated in order to find their source and the best form of remediation. Results indicate that interference from the mother tongue is the most potent source of error, especially in prepositions, tenses, articles and sentence structure. With regard to intralingual errors, overgeneralization is the most common cause. The following limitations are acknowledged: the study is conducted on only a small number of students; different types of written material might produce a different distribution of error or a different set of error types; the study offers an incomplete picture of the learners’ language because it examines only what learners do wrongly and ignores what they do correctly; students’ avoidance of certain structures in English does not tell the researcher much about their language performance. The study concludes by offering some pedagogical implications. Error analysis can help the researcher in achieving two important goals in second language acquisition. Firstly, it provides a description of the interlanguages and what learners have learned and what needs to be learned. Secondly, it offers an insight into the processes and factors involved in acquiring L2. In other words, learner errors serve as devices by which learners can discover the rules of the target language.
650		4	_aL’accomplissement des étudiants
650		4	_aNord
650		4	_aNorth
650		4	_aPrivate sector Intermediate Education Teaching languages
650		4	_aSecteur Privé Cycle moyen Enseignement des langues
650		4	_aStudents achievement
650		4	_aالتعليم الخاص المرحلة المتوسطة تعليم اللغات _9150
650		4	_aالشمال
650		4	_aتحصيل الطلبة
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=27986
942			_cLAESDATA _2ddc
999			_c19957 _d19957