Common Errors in English Language Learning and Use – the Philippine Context

For a large portion of 10 years, I have invested noteworthy energy working with and examining English as Second Language (ESL) students in a few settings †on the web, corporate, and scholarly. Over the span of interfacing with these various kinds of understudies, a few fascinating highlights emerge in the investigation of the learners’ language, most particularly blunders recorded as a hard copy. In this article, I will give a concise foundation of the mistakes of the students. I will likewise attempt to epitomize a portion of my perceptions and encounters in managing language blunders and most likely propose ways on the best way to fittingly address them. Ideally, this will be an eye opener to a ton of English language educators and professionals that blunders are significant in both learning and instructing ESL. The Context The impact of broad communications, which utilize English as a mode for correspondence has enormously contributed in the improvement of the English language in the Philippines. A few broadsheets and magazines, FM radio shows and late night reports in English are only a couple of indications that the language is in fact alive in the neighborhood media scene. Moreover, the pervasiveness of business process re-appropriating (BPO) ventures is likewise an approval that the nation is home to a huge number of bilingual client support delegates who convey quality client care to English-talking customers. Philippine training, be that as it may, doesn't have a similar story. As the years progressed, instructors and school managers have attempted various methodologies to improve the English language capability of their understudies. However, in view of perception and research, there is incongruence between the systems and the language rehearses in Philippine schools ; for example, â€Å"most schools and colleges guarantee that their mode of guidance (MOI) is English yet there is frequently no express school strategy articulating this (Bernardo and Gaerlan, 2006:21). † This, consequently, brings about the decay of English capability, leaving instructors and educators with uncertain issues in regards to standard arrangements and techniques in utilizing the English language in the academe. On Errors and the Learners’ Language (Interlanguage) Errors are viewed as huge highlights in obtaining, learning, and showing a subsequent language. It has been standard for understudies and instructors to discuss mistakes in the language study hall, most particularly recorded as a hard copy classes. Instructing experts regularly feel disappointed with the nature of the language of their students’ papers. , For certain, blunders are indications of disappointment while others accept that they indicate and chances to comprehend the extremely mind boggling procedure of figuring out how to impart in a subsequent language. One system in considering the learner’s mistake is by doing Error Analysis (EA) or â€Å"the procedure of deciding the occurrence, nature, causes and outcomes of ineffective language† (James, 1998:1). Earthy colored (2000:218) states that blunders may result from a few sources, two of which are: â€Å"interlingual mistakes of obstruction from the local language and intralingual mistakes inside the objective language, setting of learning and correspondence systems. To just put it, the main kind alludes to the second language mistakes that reflect local language structure while the subsequent one, brings about flawed structures that don't adhere to the principles of the objective language. It is additionally an unquestionable requirement to recognize the sort of language that students produce so as to think of a comprehensive investigation of the learners’ mistakes. Larry Selinker marks this as interlanguage or â€Å"the separateness of a second language learners ’ framework, a framework that has a fundamentally middle of the road status between the local and target languages† (1972 in Richards, 1974:31). With this, it will be simpler for instructors to comprehend where students are coming from and furthermore for them to concoct potential answers for address these blunders. The Classroom Experience In the English study hall, where formal learning happens, I have experienced a few â€Å"unique experiences† in managing mistakes in scholarly composition. Filipino undergrads are extremely creative in building English sentences that frequently bring about a few interlingual and intralingual blunders. Take for example the accompanying selection from a student’s piece: Me in my companion was abandoned at the door 3 of stronghold Bonifacio in light of the fact that the jeepney can't ignore as a result of the substantial flood that on the off chance that we measure is in a waistline and in some spot in a neck area. Me and my companion was simply remain in the jeepney trusting and holding up that the downpour would stop for us to return home. † It is very evident that the u nderstudy has submitted a few intralingual mistakes, for example, a. Abused pronoun (Me and my companion †My companion and I) b. Flawed capitalization (fortress Bonifacio †Fort Bonifacio) c. Wrong combination (Me in my companion †â€Å"and†) . Mistaken action word tense (was simply stay †stayed) e. Absence of accentuation (Me and my companion was simply remain in the jeepney (,) trusting and holding up that the downpour would stop(,) for us to return home. f. Imagining new jargon and use (disregard which implies â€Å"to pass through†; waistline which ought to be â€Å"waist deep†) The understudy additionally utilized her insight into the primary language (for this situation Tagalog) to write in English. For instance, the compound subject â€Å"Me and my friend† is an immediate interpretation of the Filipino expression â€Å"Ako at ang kaibigan ko†. This is a solid case of an interlingual blunder. It is extremely dull to stamp expositions that contain various mistakes yet these things must be called attention to so as to improve the language capacities of understudies. In addition, by contemplating these sorts of blunders, it will be simpler to analyze certain zones that need fortification. Some Possible Solutions As an educator and specialist, I have understood that it is basic to put most extreme significance to the blunders that ESL understudies submit in scholastic composition. Contemplating these mistakes may mean discovering plausible answers for address them. Coming up next are a few proposals that different educators can do in their own study halls: 1. Investigate and correct the mistakes found in the learners’ structures by following explicit â€Å"linguistic rules or the conventional highlights of a language† (James, 1998:206). With this close by, a reason for evaluating and amending the mistakes of understudies will be accessible. 2. After investigation, give advantageous materials that will help fortify language capability. This should be possible by tending to explicit regions of concern like syntax, lexis, utilization, and mechanics. This will be useful most particularly to battling understudies that are experiencing issues in understanding the mind boggling rules of the objective language. 3. It is likewise an absolute necessity to perceive singular contrasts inside and outside the study hall. Discovering time to interface with understudies will likewise help in understanding the subtleties of the dialects that they use. Knowing how they collaborate and having the option to adapt to their inclinations will give the instructors a few bits of knowledge as respects the learners’ language. . At long last, nonstop research and mistake investigation can prompt an advancement of a standard material dependent on observational information. This will help address the most incessant blunders that students submit in explicit phonetic regions. References: Bernardo, A. and Gaerlan, M. J. (2006). Instructing in English in Philippine advanced education: The instance of De La Salle University-Manila. Hong Kong University. Earthy colored, H. (2000). Standards of language learning and educating. Britain: Longman. James, C. (1998). Mistakes in language learning and use. London: Addison Wesley Longman Limited. Selinker, L. (1972). Interlanguage in mistake examination: Perspectives in second language obtaining. Jack C. Richards, (Ed. ). London: Longman Group Limited. Author’s Profile Mark Arthur Payumo Abalos shows school English, composing (explanatory, research and specialized), oral correspondence, and writing at the Far Eastern University †East Asia College and De La Salle †College of St. Benilde in Manila, Philippines. He likewise fills in as an English language program facilitator at John Robert Powers International and an IELTS specialist at the PALMS Australian Immigration Services. He used to be a full-time Educational Consultant for the Language and Literacy Programs of Scholastic Publishing. He got his bachelor’s qualification in English Studies: Language from the University of the Philippines †Diliman. His master’s examine centers around the noteworthiness of interlanguage syntax and blunder investigation in creating ELT materials. You can contact him at [emailâ protected] com.

George Catlin, Biography of Painter of Native Americans

George Catlin, Biography of Painter of Native Americans The American craftsman George Catlin got interested with Native Americans in the mid 1800s and voyaged broadly all through North America so he could archive their lives on canvas. In his works of art and compositions, Catlin depicted Indian culture in extensive detail. â€Å"Catlin’s Indian Gallery,† a show which opened in New York City in 1837, was an early open door for individuals living in an eastern city to value the lives of the Indians despite everything living unreservedly and rehearsing their customs on the western wilderness. The striking canvases delivered by Catlin were not constantly refreshing time permitting. He attempted to offer his artistic creations to the U.S. government and was rebuked. Be that as it may, in the long run he was perceived as a surprising craftsman and today a large number of his artworks live in the Smithsonian Institution and different exhibition halls. Catlin composed of his movements. What's more, he is credited with first proposing the possibility of National Parksâ in one of his books. Catlins proposition came a very long time before the US government would make the primary National Park. Early Life George Catlin was conceived in Wilkes Barre, Pennsylvania on July 26, 1796. His mom and grandma had been held prisoner during an Indian uprising in Pennsylvania known as the Wyoming Valley Massacre somewhere in the range of 20 years sooner, and Catlin would have heard numerous anecdotes about Indians as a kid. He spent quite a bit of his youth meandering in the forested areas and looking for Indian antiquities. As a youngster, Catlin prepared to be an attorney, and he quickly provided legal counsel in Wilkes Barre. However, he built up an enthusiasm for painting. By 1821, at 25 years old, Catlin was living in Philadelphia and attempting to seek after a vocation as a representation painter. While in Philadelphia Catlin delighted in visiting the historical center controlled by Charles Wilson Peale, which contained various things identified with Indians and furthermore to the undertaking of Lewis and Clark. At the point when a designation of western Indians visited Philadelphia, Catlin painted them and chose to get familiar with everything he could of their history. In the late 1820s, Catlin painted pictures, including one of New York senator DeWitt Clinton. At a certain point Clinton gave him a commission to make lithographs of scenes from the recently opened Erie Canal, for a dedicatory booklet. In 1828 Catlin wedded Clara Gregory, who was from a prosperous group of vendors in Albany, New York. In spite of his glad marriage, Catlin wanted to wander off observe the west. Western Travels In 1830, Catlin understood his aspiration to visit the west and showed up in St. Louis, which was then the edge of the American outskirts. He met William Clark, who, 25 year sooner, had driven the celebrated Lewis and Clark Expedition to the Pacific Ocean and back. Clark held an official situation as the director of Indian issues. He was intrigued by Catlin’s want to record Indian life and furnished him with passes so he could visit Indian reservations. The maturing voyager imparted to Catlin an incredibly important bit of information, Clark’s guide of the West. It was, at that point, the most nitty gritty guide of North America west of the Mississippi. All through the 1830s Catlin voyaged widely, regularly living among the Indians. In 1832 he started to paint the Sioux, who were from the start profoundly dubious of his capacity to record nitty gritty pictures on paper. Be that as it may, one of the boss pronounced that Catlin’s â€Å"medicine† was acceptable, and he was permitted to paint the clan widely. Catlin frequently painted pictures of individual Indians, however he likewise portrayed every day life, recording scenes of customs and even games. In one artistic creation Catlin delineates himself and an Indian guide wearing the pelts of wolves while slithering in the prairie grass to intently watch a group of wild ox. Catlins Indian Gallery In 1837 Catlin opened a display of his artworks in New York City, charging it as â€Å"Catlin’s Indian Gallery.† It could be viewed as the first â€Å"Wild West† appear, as it uncovered the intriguing existence of the Indians of the west to city tenants. Catlin needed his show to be paid attention to as chronicled documentation of Indian life, and he attempted to offer his gathered works of art to the US Congress. One of his incredible expectations was that his canvases would be the highlight of a national exhibition hall committed to Indian life. The Congress was not keen on buying Catlin’s compositions, and when he showed them in other eastern urban areas they were not as well known as they had been in New York. Baffled, Catlin left for England, where he discovered achievement indicating his artistic creations in London. Decades later, Catlins eulogy on the first page of the New York Times noticed that in London he had arrived at incredible prominence, with individuals from the gentry rushing to see his paintings.â Catlin’s Classic Book on Indian Life In 1841 Catlin distributed, in London, a book titled Letters and Notes on the Manners, Customs, and Conditions of the North American Indians. The book, in excess of 800 pages in two volumes, contained a tremendous abundance of material accumulated during Catlin’s goes among the Indians. The book experienced various releases. At a certain point in the book Catlin itemized how the gigantic crowds of bison on the western fields were being pulverized on the grounds that robes made of their hide had gotten so mainstream in eastern urban communities. Insightfully noticing what today we would perceive as a biological catastrophe, Catlin made a frightening proposition. He recommended that the administration should put aside tremendous tracts of western grounds to safeguard them in their regular state. George Catlin would thus be able to be credited with first recommending the making of National Parks. His Later Life Catlin came back to the United States and again attempted to get the Congress to purchase his works of art. He was ineffective. He was cheated in some land ventures and was in money related pain. He chose to come back to Europe. In Paris, Catlin figured out how to settle his obligations by selling the greater part of his assortment of works of art to an American businessperson, who put away them in a train processing plant in Philadelphia. Catlin’s spouse kicked the bucket in Paris, and Catlin himself proceeded onward to Brussels, where he would live until coming back to America in 1870. Catlin kicked the bucket in Jersey City, New Jersey in late 1872. His tribute in the New York Times praised him for his work recording Indian life and condemned the Congress for not accepting his assortment of artistic creations. The assortment of Catlin artistic creations put away in the processing plant in Philadelphia was inevitably gained by the Smithsonian Institution, where it lives today. Other Catlin works are in exhibition halls around the United States and Europe.