Please use this identifier to cite or link to this item:
https://ptsldigital.ukm.my/jspui/handle/123456789/460333Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Kemboja Ismail, Dr. | - |
| dc.date.accessioned | 2023-09-14T08:01:46Z | - |
| dc.date.available | 2023-09-14T08:01:46Z | - |
| dc.date.issued | 2019-01-18 | - |
| dc.identifier.other | ukmvital:120876 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/460333 | - |
| dc.description | English oral production issues among Arab L2 students in an academic context at the tertiary level have not been much explored, as this requires the speakers to interact beyond basic question-response and information-driven exchanges. This study aims to identify and explain the syntactic errors that surfaced during more in-depth spoken interactions that occurred as part of post-graduate thesis supervision in an academic situation at one selected university. The three selected participants satisfied inclusion and exclusion criteria for purposeful sampling. Data from interactions with three participants were gathered via audio-tape recordings to collect key data from six different supervision meetings and face-to-face interviews conducted by the researcher. The sampled audio- tape data were analyzed verbally then transcribed and coded based on Noor Hashim's (1996) categories (e.g., verbal errors, relative clauses, adverbial clauses, sentence structure, articles, prepositions and conjunctions). Findings indicate that some of the negative transfer errors concur with Noor Hashim's classification in five categories; however, new categories became apparent, such as wrong verb choice (lexical), noun forms (singular vs. plural), overly restricted use of pronouns, and omission of necessary complementizers. One conclusion drawn is that the errors can be explained by interlingual interference from the L1 (Arabic, which could include spoken dialects that differ greatly from the written language) on the L2 (English) oral production. Another factor would be the overly limited use of some strategies, such as repetition and confirmation. Some of the pedagogical implications to address teaching and supervising Arab L2 users of English in advanced higher education settings include the following: (1) the need to focus on vocabulary knowledge for both academic and non-academic contexts; (2) the need to adopt communicative pedagogy as part of the teaching framework; and (3) the value of exposing L2 students to more extensive academic exchanges,Ijazah Sarjana(Master) | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Kuala Lumpur | - |
| dc.relation | Faculty of Health Sciences / Fakulti Sains Kesihatan | - |
| dc.rights | UKM | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.subject | Communication | - |
| dc.title | Syntactic errors during academic conversations : a case study of Arab L2 speakers of English | - |
| dc.type | theses | - |
| dc.format.pages | 176 | - |
| dc.identifier.callno | WZ345.A286s 2019 9 tesis | - |
| Appears in Collections: | Faculty of Health Sciences / Fakulti Sains Kesihatan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_120876+Source01+Source010.PDF Restricted Access | 1.07 MB | Adobe PDF |  View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.