Proceedings of the 2022 3rd International Conference on Language, Art and Cultural Exchange（ICLACE 2022)

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Intralingual Errors in Grammatical Aspects of Chinese University L2 Learners’ Compositions

Authors
Xinyi Liu1, †, Mengying Wang2, †, Lingyue Zhang3, *, †, zhangly5519@mails.jlu.edu.cn, Mengxiao Zhou4, †
1School of English Language and Literature, Jianghan University, Wuhan, Hubei province, 430056, China
2School of English Language and Literature, Capital Normal University, Beijing, 100089, China
3College of Software, Jilin University, Changchun, Jilin province, 130015, China
4School of Foreign Languages, Zhejiang Normal University, Jinhua, Zhejiang province, 321004, China
†

Those authors contributed equally.

Corresponding Author
Available Online 14 July 2022.
DOI
10.2991/assehr.k.220706.143How to use a DOI?
Keywords
intralingual errors; argumentative writing; error analysis
Abstract

Writing is one of the most challenge tasks for EFL learners. Intralingual errors in L2 writing greatly reflects leaner’s target language proficiency. This study aimed to identify different types of intralingual errors and determined the most frequent one in the augmentations written by Chinese university students. The research analysis is based on error analysis and seven intralingual categories proposed by Carl James. 49 intralingual errors were distinguished. Based on the examination of grammatical features, those intralingual errors were classified into those seven categories after analyzing. The most frequent intralingual error is misanalysis (37.78%), followed by overlooking cooccurrence (24.49%). And the grammatical feature of article misuse (40%) or emission and noninfinite verb misuse (41.67%) take the largest proportion in misanalysis and overlooking cooccurrence, respectively. The researchers deuced that the ignorance of article rules is the main reason of misanalysis error and misunderstanding of sentence structure and noninfinite verb forms accounts for the overlooking cooccurrence error. Based on the research findings, EFL teachers could improve their teaching methods to help students reduce intralingual errors in writing.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

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Volume Title
Proceedings of the 2022 3rd International Conference on Language, Art and Cultural Exchange（ICLACE 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
14 July 2022
ISBN
978-94-6239-592-3
ISSN
2352-5398
DOI
10.2991/assehr.k.220706.143How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

Cite this article

risenwbib
TY  - CONF
AU  - Xinyi Liu
AU  - Mengying Wang
AU  - Lingyue Zhang
AU  - Mengxiao Zhou
PY  - 2022
DA  - 2022/07/14
TI  - Intralingual Errors in Grammatical Aspects of Chinese University L2 Learners’ Compositions
BT  - Proceedings of the 2022 3rd International Conference on Language, Art and Cultural Exchange（ICLACE 2022)
PB  - Atlantis Press
SP  - 751
EP  - 756
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220706.143
DO  - 10.2991/assehr.k.220706.143
ID  - Liu2022
ER  -