Erorile pe care la fac elevii \u00een procesul de \u00eenv\u0103\u021bare sunt o preocupare constant\u0103 a profesorilor. Corectarea \u0219i eliminarea acestora este una din priorit\u0103\u021bile cadrelor didactice. Existen\u021ba lor poate indica ineficien\u021ba modului de lucru. Dimpotriv\u0103, ele pot fi considerate o parte inerent\u0103 a procesului de \u00eenv\u0103\u021bare. Studiul de fa\u021b\u0103 urm\u0103re\u0219te identificarea principalelor erori f\u0103cute de elevi atunci c\u00e2nd \u00eenva\u021b\u0103 limba englez\u0103. De asemenea cercetarea analizeaz\u0103 influen\u021ba pe care o are limba rom\u00e2n\u0103 asupra modului \u00een care elevii \u00eenva\u021b\u0103 o limb\u0103 str\u0103in\u0103. Studiul poate fi un instrument util profesorului \u00een eficientizarea modului de lucru la clas\u0103.
\n<\/p>\n
Argument<\/strong><\/p>\n Gre\u0219elile pe care le fac elevii \u00een procesul complex \u0219i \u00eendelungat al \u00eenv\u0103\u021b\u0103rii unei limbi str\u0103ine au constituit \u00eentodeauna un motiv de \u00eengrijorare pentru profesori. Exist\u0103 \u00een acest sens dou\u0103 abord\u0103ri. Pe de o parte gre\u0219elile sunt considerate un element care indic\u0103 ineficien\u021ba \u00eenv\u0103\u021b\u0103rii, pe de alt\u0103 parte ele sunt considerate o parte natural\u0103 a procesului de \u00eenv\u0103\u021bare. \u00cen mod tradi\u021bional, unul din rolurile fundamentale ale profesorului era de a identifica, corecta \u0219i elimina gre\u0219elile f\u0103cute de elevi. Spre exemplu, \u00een anii \u031350 profesorii care foloseau la clas\u0103 metoda Audio-Lingual, bazat\u0103 pe teoria behaviorist\u0103 urm\u0103reau cu prec\u0103dere corectarea gre\u0219elilor, pentru a evita ca elevii s\u0103 deprind\u0103 structuri gre\u0219ite.<\/p>\n Odat\u0103 cu introducerea metodelor bazate pe comunicare, care pun pre\u021b mai mult pe fluen\u021ba \u00een limba englez\u0103 dec\u00e2t pe acurate\u021bea limbii \u00eenv\u0103\u021bate, corectarea gre\u0219elilor nu mai este o prioritate. Profesorul nu mai intervine de fiecare dat\u0103 c\u00e2nd intervine o gre\u0219eal\u0103, dac\u0103 a corecta acea gre\u0219eal\u0103 presupune a \u00eentrerupe un discurs fluent. Oricare ar fi pozi\u021bia pe care o adopt\u0103 un profesor fa\u021b\u0103 de gre\u0219elile elevilor, ele r\u0103m\u00e2n o preocupare constant\u0103 a cadrelor didactice.<\/p>\n Introducere teoretic\u0103<\/strong><\/p>\n Prima distinc\u021bie care trebuie f\u0103cut\u0103 este aceea \u00eentre eroare \u0219i gre\u0219eal\u0103. Termenii sunt sinonimi \u00een limba rom\u00e2n\u0103. \u00cen englez\u0103 \u00eens\u0103 distinc\u021bia \u201derror\u201d \u0219i \u201dmistake\u201d este mult mai nuan\u021bat\u0103. \u201dMistake\u201d se refer\u0103 la gre\u0219elile pe care le face elevul din motive care nu \u021bin neap\u0103rat de \u00eenv\u0103\u021bare, precum oboseala, graba, emo\u021biile. O dat\u0103 ce \u00ee\u0219i d\u0103 seama c\u0103 a f\u0103cut o astfel de gre\u0219eal\u0103, el este capabil s\u0103 se autocorecteze. \u201dError\u201d este un termen care se refer\u0103 la gre\u0219elile ce apar din cauza lipsei de cuno\u0219tin\u021be. Elevul nu cunoa\u0219te structura adecvat\u0103 \u0219i nu poate s\u0103 se corecteze singur.<\/p>\n \u00cen 1967, \u00een contextul teoriilor behavioriste, care sus\u021bin c\u0103 elevii \u00eenva\u021b\u0103 a doua limb\u0103 \u00een mod similar celui \u00een care au \u00eenv\u0103\u021bat prima limba \u00een perioada copil\u0103riei, lingvistul S. P Corder public\u0103 articolul \u201dThe significance of learners` errors<\/em>\u201d. Acesta consider\u0103 c\u0103 multe din erorile pe care un elev le face sunt cauzate de limba sa matern\u0103. A\u0219adar erorile pe care un elev le face nu sunt obstacole \u00een calea \u00eenv\u0103\u021b\u0103rii unei limbi str\u0103ine, ci un semn al faptului c\u0103 elevul are o strategie proprie de \u00eenv\u0103\u021bare. Atunci c\u00e2nd un elev \u00eencearc\u0103 s\u0103 comunice \u00eentr-o limb\u0103 str\u0103in\u0103, acesta folose\u0219te un sistem lingvistic similar celui din limba sa.<\/p>\n Aceast\u0103 teorie presupune c\u0103 erorile pe care le face o persoan\u0103 \u00eentr-o limb\u0103 str\u0103in\u0103 pe care o \u00eenva\u021b\u0103 sunt de fapt \u201dcorecte\u201d, \u00een a\u0219a numita \u201dinterlanguage\u201d, o limb\u0103 intermediar\u0103, inventat\u0103 de elev, ca substitut temporar al limbii pe care urm\u0103re\u0219te s\u0103 o \u00eenve\u021be. Acesta este punctul de pornire al unei teorii lansate \u00een 1972 de c\u0103tre Selinker. Fenomenul a fost amplu analizat de c\u0103tre lingvi\u0219ti \u0219i psihologi de-a lungul timpului. Numeroase studii au fost scrise pe aceast\u0103 tem\u0103.<\/p>\n Exist\u0103 o multitudine de clasific\u0103ri ale erorilor pe care le fac elevii atunci c\u00e2nd \u00eenva\u021b\u0103 o limb\u0103 str\u0103in\u0103. Spre exemplu J.Richards (1971) face urm\u0103toarea clasificare a erorilor:<\/p>\n Schachter \u0219i Celce-Murcia (1977) consider\u0103 deosebirea \u00eentre \u201derori de \u00eenv\u0103\u021bare\u201d \u0219i \u201derori specifice limbii engleze\u201d \u201dcurioas\u0103\u201d \u0219i fac deosebirea doar \u00eentre erori datorate transferului lingvistic (atunci c\u00e2nd elevul \u00eencearc\u0103 s\u0103 aplice regulile limbii pe care o \u0219tie \u0219i celei pe care o \u00eenva\u021b\u0103) \u0219i erori specifice limbii engleze. Aceast\u0103 distinc\u021bie va fi folosit\u0103 \u0219i \u00een acest studiu.<\/p>\n Pornind de la aceste repere teoretice, studiul de fa\u021b\u0103 analizeaz\u0103 modul \u00een care cunoa\u0219terea limbii rom\u00e2ne influen\u021beaz\u0103 \u00eenv\u0103\u021barea limbii engleze.<\/p>\n Metodologie<\/strong><\/p>\n Obiectivul general al cercet\u0103rii \u00eel constituie identificarea celor mai frecvente erori f\u0103cute de elevi \u00een procesul de \u00eenv\u0103\u021barea a limbii engleze. Ca obiective specifice, avem: (1)\u00a0descrierea principalelor erori f\u0103cute de elevi atunci c\u00e2nd studiaz\u0103 limba englez\u0103; (2)\u00a0identificarea ponderii pe care le au erorile cauzate de cunoa\u0219terea limbii rom\u00e2ne \u00een totalul erorilor f\u0103cute de elevi.<\/p>\n E\u0219antionul este alc\u0103tuit din 34 de elevi de clasa a VIII-a, ai \u0218colii Gimnaziale Filipeni, Bac\u0103u. Elevii au v\u00e2rste cuprinse \u00eentre 14 \u0219i 16 ani (31 -14 ani, 2-15 ani, 1-16 ani) Ace\u0219tia studiaz\u0103 limba englez\u0103 din clasa a V-a.<\/p>\n Studiul se bazeaz\u0103 pe analiza cantitativ\u0103 \u0219i calitativ\u0103 a 65 de lucr\u0103ri scrise de elevi \u00een anul \u0219colar 2013-2014. Au fost analizate \u0219i corectate 31 de extemporale date \u00een clas\u0103, f\u0103r\u0103 ca elevii s\u0103 poat\u0103 consulta dic\u021bionarele \u0219i 34 de compuneri, scrise acas\u0103, elevii av\u00e2nd acces la orice surs\u0103 de informare. Demersul a constat \u00een identificare erorilor f\u0103cute de elevi, descrierea lor, corectarea acestora, clasificarea erorilor, contabilizarea lor.<\/p>\n Rezultate<\/strong><\/p>\n Total: 502 erori Erori datorate transferului lingvistic<\/em><\/p>\n 1. Confuzii provocate de a\u0219a-numi\u021bii \u201dfalse friends\u201d (cuvinte care seaman\u0103 ca form\u0103 cu anumite cuvinte din rom\u00e2n\u0103, dar care au cu totul alt sens) 2. Omiterea articolului \u201da\u201d dup\u0103 modelul construc\u021biilor din rom\u00e2n\u0103 3. Folosirea pluralului pentru substantive care nu se pot num\u0103ra. 4. Realizarea acordului \u00eentre subiect \u0219i predicat \u00een mod gre\u0219it, sub influen\u021ba limbii rom\u00e2ne. 5. Scrierea cu litere mici a unor cuvinte care \u00een englez\u0103 se scriu cu majuscul\u0103 6. Construirea unor propozi\u021bii f\u0103r\u0103 a respect topica limbii engleze 7. Folosirea viitorului \u00een subordonata condi\u021bional\u0103 8. Omiterea subiectului 9. Coloca\u021bii (collocations) construite gre\u0219it dup\u0103 modelul limbii rom\u00e2ne 10. Nediferen\u021bierea \u00eentre verbele \u201dto make\u201d \u0219i \u201dto do\u201d care se traduc \u00een rom\u00e2n\u0103 prin \u201da face\u201d, dar se folosesc \u00een mod diferit \u00een englez\u0103 Erori specifice limbii engleze:<\/em><\/p>\n 1. Confuzii \u00eentre cuvinte care se pronun\u021b\u0103 \u00een mod similar, dar au sensuri diferite. 2.Confuzii \u00eentre cuvinte care se scriu aproximativ la fel, dar se pronun\u021b\u0103 diferit \u0219i au sensuri diferite. 3. Generalizarea regulii de plural la substantivele neregulate 4.Generalizarea folosirii sufxului \u201d- ed\u201d pentru verbe neregulate 5. Utilizarea gre\u0219it\u0103 a \u201dphrasal verbs\u201d (verbul are un anumit sens \u00een func\u021bie de prepozi\u021bia sau adverbul cu care se combin\u0103; astfel de structuri nu exist\u0103 \u00een limba rom\u00e2n\u0103 \u0219i sunt foarte dificil de \u00eenv\u0103\u021bat pentru elevi) 6. Confuzia \u00eentre \u201dits\u201d \u0219i \u201dit`s\u201d 7. Confuzia \u00eentre \u201dsince\u201d \u0219i \u201dfor\u201d Concluzii<\/strong><\/p>\n Analiza gre\u0219elilor f\u0103cute de elevi constituie un instrument util pentru profesor, care furnizeaz\u0103 informa\u021bii despre punctele tari \u0219i punctele slabe ale elevilor, despre eficien\u021ba modului de lucru, despre strategiile de \u00eenv\u0103\u021bare ale elevilor. Acest tip de analiz\u0103 poate influen\u021ba profesorul \u00een alegerea metodelor de lucru la clas\u0103. Studiul de fa\u021b\u0103 relev\u0103 faptul c\u0103 num\u0103rul de erori datorate transferului lingvistic este aproape egal cu cel al erorilor specifice limbii engleze. Acest fapt confirm\u0103 ideea c\u0103 prima limba pe care o vorbesc elevii influen\u021beaz\u0103 \u00eenv\u0103\u021barea limbii str\u0103ine, confirm\u00e2nd teoria lansat\u0103 \u00een anii \u031360. Implica\u021biile pedagogice ale acestor teorii sunt majore. A\u0219a-numita \u201dinterlanguage\u201d reprezint\u0103 o etap\u0103 dinamic\u0103, modific\u00e2ndu-se \u00een timp, \u00een \u00eenv\u0103\u021barea limbii str\u0103ine.<\/p>\n Influen\u021ba limbii rom\u00e2ne asupra limbii engleze \u00eel fac pe elev s\u0103 considere limba str\u0103in\u0103 pe care o vorbe\u0219te perfect logic\u0103, de\u0219i aceasta este incorect\u0103. Interferen\u021ba \u00eentre cele dou\u0103 limbi poate fi exploatat\u0103 de c\u0103tre profesor (pot fi explicate unele analogii sau dimpotriv\u0103 accentuate diferen\u021bele) pentru a-i ajuta pe elevi s\u0103 \u00eenve\u021be mai u\u0219or. Erorile pe care le fac elevii nu pot fi ignorate \u00een totalitate, pentru c\u0103 exist\u0103 riscul unei \u201dfosiliz\u0103ri\u201d a limbii intermediare pe care o folosesc. Chiar dac\u0103 uneori corectarea erorilor este sacrificat\u0103 \u00een favoarea fluen\u021bei, totu\u0219i exist\u0103 riscul ca elevii s\u0103 deprind\u0103 structuri gre\u0219ite \u0219i s\u0103 le perceap\u0103 ca fiind corecte. Corec\u021biile trebuie f\u0103cute \u00eens\u0103 \u00een mod constructiv, cu tact pedagogic f\u0103r\u0103 a leza \u00een vreun fel \u00eencrederea \u00een sine a elevului.<\/p>\n Bibliografie:<\/strong><\/em> Erorile pe care la fac elevii \u00een procesul de \u00eenv\u0103\u021bare sunt o preocupare constant\u0103 a profesorilor. Corectarea \u0219i eliminarea acestora este una din priorit\u0103\u021bile cadrelor didactice. Existen\u021ba lor poate indica ineficien\u021ba modului de lucru. Dimpotriv\u0103, ele pot fi considerate o … Cite\u0219te continuarea \n
\nErori datorate transferului lingvistic: 247
\nErori specifice limbii engleze: 255<\/p>\n
\nChef (buc\u0103tar) – incorect: \u0219ef
\nFabric (stof\u0103) – incorect: fabric\u0103
\nCommercial (reclam\u0103) – incorect:comercial
\nCamera (camer\u0103 foto) -incorect: camer\u0103 de locuit
\nMagazine (revist\u0103) – incorect:magazin
\nOrdinar (comun) – incorect: ordinar
\nBucket (g\u0103leat\u0103)-\u00a0 incorect:buchet
\nLibrary (bibliotec\u0103)- incorect: libr\u0103rie
\nExcited (emo\u021bionat)- incorect:excitat<\/p>\n
\nIncorect : My mother works as doctor. (Mama lucreaz\u0103 ca doctor.)
\nCorect: My mother works as a doctor.<\/p>\n
\nIncorect : My brother bought three breads. (Fratele meu a cump\u0103rat trei p\u00e2ini.)
\nCorect: My brother bought three loaves of bread.<\/p>\n
\nIncorect: News are very interesting. (\u0218tirile sunt interesante.)
\nCorect: News is very interesting.<\/p>\n
\nIncorect: saturday, january
\nCorect: Saturday (s\u00e2mb\u0103t\u0103), January (ianuarie)<\/p>\n
\nIncorect: I like very much fish. (\u00cemi place foarte mult pe\u0219tele.)
\nCorect: I like fish very much.<\/p>\n
\nIncorect: I will call you, when I will get there. (Te voi suna, c\u00e2nd voi ajunge acolo.)
\nCorect: I will call you, when I get there.<\/p>\n
\nIncorect: I went to the market. Bought sugar and milk. (Am mers la magazin. Am cump\u0103rat lapte \u0219i zah\u0103r.)
\nCorect: I went to the market. I bought sugar and milk.<\/p>\n
\nIncorect: In the morning I had butter and bread and a cup of tea.
\nCorect: In the morning I had bread and butter and a cup of tea.<\/p>\n
\nIncorect: I have made my homework since morning.
\nCorect: I have done my homework since morning.<\/p>\n
\nTo (prepozi\u021bie, la, spre)
\nToo (prea)
\nTwo (doi)
\nPeace (pace)
\nPiece (bucat\u0103)<\/p>\n
\nIncorect: When mother comes home, she lies the table.
\nCorect: When mother comes home, she lays the table.<\/p>\n
\nIncorect: mans
\nCorect: men<\/p>\n
\nIncorect: I goed to the cinema las evening.
\nCorect: I went to the cinema last evening.<\/p>\n
\nIncorect: My girlfriend and I broke down after I found this letter.
\nCorrect: My girlfriend and I broke up after I found this letter.<\/p>\n
\nIncorect: Its my favourite colour.
\nCorect: It`<\/em>s my favourite colour.
\nIncorect: \u201dEvery dog has it`<\/em>s day.\u201d
\nCorect: \u201dEvery dog has its day.\u201d<\/p>\n
\nIncorect: My sister has been working as a teacher since five years.
\nCorect: My sister has been working as a teacher for five years.<\/p>\n
\nCorder, S.P. (1967). The significance of learners` errors<\/em>. \u00cen \u201dInternational Review of Applied Linguistics in Language Teaching\u201d vol.5, no 4.
\nRichards, J. (1971). Error Analysis and Second Language Strategies<\/em>.
\nSchachter, J., Celce-Murcia, M (1977). Some reservations concerning error analysis<\/em>, Tesol Quarterly.
\nSelinker, L. (1972). Interlanguage<\/em>. \u00cen: \u201dInternational Review of Applied Linguistics in Language Teaching\u201d, vol 10, no 1-4.<\/p>\n","protected":false},"excerpt":{"rendered":"