Oral presentation errors of diploma students in an integrated language skills course

This paper analyses grammatical errors in English oral presentation made by the students in Integrated Language Skills (ELC120) course. The specific objective of the study was to determine the types of grammatical errors based on Dulay, Burt and Krashen’s (1982) surface structure taxonomy, nam...

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Main Author:	Azmi, Azzieatul Syazwanie
Format:	Thesis
Language:	English
Published:	2016
Subjects:	English language - Study and teaching (Higher)
Online Access:	http://psasir.upm.edu.my/id/eprint/68882/1/FBMK%202016%2060%20-%20IR.pdf
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id	my-upm-ir.68882
record_format	uketd_dc
spelling	my-upm-ir.688822019-06-18T01:47:22Z Oral presentation errors of diploma students in an integrated language skills course 2016-10 Azmi, Azzieatul Syazwanie This paper analyses grammatical errors in English oral presentation made by the students in Integrated Language Skills (ELC120) course. The specific objective of the study was to determine the types of grammatical errors based on Dulay, Burt and Krashen’s (1982) surface structure taxonomy, namely, misformation, omission, addition, and misordering. The data also was categorised into linguistic taxonomy of error analysis by James (1998) (cited in Ellis and Barkhuizen, 2005). In order to attain the objectives of the study, case study was used which involves the use of mixed data collection which are quantitative and qualitative data collection methods. 60 students were involved as sample of this study. In addition, students’ oral presentation and interviews were used as data to explore grammatical errors made by Integrated Language Skills (ELC120) students. The findings of the study reveal that the most frequent error committed by the students was the improper use of English verbs. Besides, it can be inferred from the result of this study that the responses of the students are consistent with previous literature on error analysis. The analysis generated a conclusion that the lacks of knowledge on grammar and interlanguage interference are the main factors of errors in students' oral presentation. In light of the findings, several recommendations and pedagogical implications were suggested in order to help ESL teachers in their attempt to reduce the difficulties in oral presentation among English students. English language - Study and teaching (Higher) 2016-10 Thesis http://psasir.upm.edu.my/id/eprint/68882/ http://psasir.upm.edu.my/id/eprint/68882/1/FBMK%202016%2060%20-%20IR.pdf text en public masters Universiti Putra Malaysia English language - Study and teaching (Higher)
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	English language - Study and teaching (Higher)
spellingShingle	English language - Study and teaching (Higher) Azmi, Azzieatul Syazwanie Oral presentation errors of diploma students in an integrated language skills course
description	This paper analyses grammatical errors in English oral presentation made by the students in Integrated Language Skills (ELC120) course. The specific objective of the study was to determine the types of grammatical errors based on Dulay, Burt and Krashen’s (1982) surface structure taxonomy, namely, misformation, omission, addition, and misordering. The data also was categorised into linguistic taxonomy of error analysis by James (1998) (cited in Ellis and Barkhuizen, 2005). In order to attain the objectives of the study, case study was used which involves the use of mixed data collection which are quantitative and qualitative data collection methods. 60 students were involved as sample of this study. In addition, students’ oral presentation and interviews were used as data to explore grammatical errors made by Integrated Language Skills (ELC120) students. The findings of the study reveal that the most frequent error committed by the students was the improper use of English verbs. Besides, it can be inferred from the result of this study that the responses of the students are consistent with previous literature on error analysis. The analysis generated a conclusion that the lacks of knowledge on grammar and interlanguage interference are the main factors of errors in students' oral presentation. In light of the findings, several recommendations and pedagogical implications were suggested in order to help ESL teachers in their attempt to reduce the difficulties in oral presentation among English students.
format	Thesis
qualification_level	Master's degree
author	Azmi, Azzieatul Syazwanie
author_facet	Azmi, Azzieatul Syazwanie
author_sort	Azmi, Azzieatul Syazwanie
title	Oral presentation errors of diploma students in an integrated language skills course
title_short	Oral presentation errors of diploma students in an integrated language skills course
title_full	Oral presentation errors of diploma students in an integrated language skills course
title_fullStr	Oral presentation errors of diploma students in an integrated language skills course
title_full_unstemmed	Oral presentation errors of diploma students in an integrated language skills course
title_sort	oral presentation errors of diploma students in an integrated language skills course
granting_institution	Universiti Putra Malaysia
publishDate	2016
url	http://psasir.upm.edu.my/id/eprint/68882/1/FBMK%202016%2060%20-%20IR.pdf
_version_	1747812643741106176

Oral presentation errors of diploma students in an integrated language skills course

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