Document Type : Research
Authors
1
PhD candidate in Linguistics, Department of Literature and Humanities, University of Tehran, Tehran, Iran
2
Assistant professor of Linguistics, Faculty of Literature and Humanities, Department of Linguistics, University of Tehran, Tehran, Iran
3
Assistant professor of Persian Teaching, International University of Imam- Khomeini, Ghazvin, Iran
Abstract
When language learners select words improperly or inaccurately due to either interference from their native language (also known as the mother tongue or L1), or a lack of knowledge of the target language (known as L2), they confuse the listener or the reader. The present study is significant because lexical errors are a neglected aspect of language learning that requires attention. The study adopts an error analysis and contrastive analysis joint theoretical framework to analyze and study lexical errors extracted from 200 compositions written by Arab learners of Persian. The two approaches form a framework through which inter-lingual and intra-lingual errors can be identified and studied.
The moderate version of contrastive analysis is used to study the inter-language errors. This approach provides a clear ‘equation’: wherever patterns are minimally distinct in form or meaning in one or more systems, confusion may result”. (Oller, J. & Ziahosseiny, S.M., 1970). In addition, the error analysis approach will allow the study of intra-language errors which mainly happen due to language (L2) ignorance (Keshavarz, 2011), based on Llach’s taxonomy of errors as it seems to be the most comprehensive and economic framework simultaneously.
Research on this topic remains limited, with most studies focusing on grammatical errors while lexical errors have received less attention. According to the literature, no studies have addressed lexical errors in Persian from this viewpoint. This includes providing an appropriate taxonomy of errors, suggesting ways to learn to deal with these errors, and using these data to construct a dictionary of lexical errors.
Previous studies discussed in the literature review including (Qamsari, 2007), (Tahrezadeh, 2015), (Dehkhoda, Z. & Motavalian, R., 2014), (Ghiassi Zarch, A. & Jafari, F., 2020) have focused either solely on error analysis or solely on contrastive analysis. Furthermore, these studies did not specfically study lexical errors but rather different types of errors and how to address them in the teaching process.
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