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CONCLUSION The insufficient degree of orthographical adaptation of some borrowings can be noticed in the way these borrowings are spelled in Romanian newspapers and magazines; they are hyphenated when the definite article is added or when the plural form occurs: site-ul, toping-uri (Bursa,140, July 2005), lobby-ul, agreement-uri, site-uri (Ziarul financiar, 167, July 2005), know-how-ul, help-line-ul (Capital, 9, March 2006), browserul, mall-uri, firewall-ul (Săptămâna financiară, February 2006). Nevertheless, there are borrowings that Romanian has adapted to its orthographic system, such as: match vs. meci, speaker vs. spicher, goal vs. gol, finish vs. finiş, etc. Some English borrowings even display spelling variants in Romanian: break / brec, clovn / claun, etc. Other borrowings that were assimilated from an orthographic point of view in the past are nowadays recorded in the dictionaries and used with their original, etymological spelling: jazz, challenger, etc. With regard to the spelling of the compound borrowings it has to be mentioned that the hyphen is widely used in Romanian, even when the original compound word is not hyphenated. REFERENCES Avram, Mioara. (1987). Gramatica pentru toţi. [Grammar for All]. Bucureşti: Editura Academiei. Avram, Mioara. (1990). Ortografie pentru toţi. [Orthography for All]. Bucureşti: Editura Academiei Române. Ciobanu, Georgeta. (2004). Adaptation of the English Element in Romanian. Timişoara: Editura Mirton. Dicţionarul explicative al limbii române. [A Comprehensive Dictionary of the Romanian Language]. (1998). Bucureşti: Editura Univers Enciclopedic. Dicţionar ortografic, ortoepic şi morfologic al limbii române. [An Orthographical, Orthoepic and Morphological Dictionary of the Romanian Language]. (2005). Bucureşti: Editura Univers Enciclopedic. Graur, A. (1995). Ortografia pentru toţi. [Orthography for All]. Bucureşti: Teora. Hristea, T. (1995). Ortografia şi ortoepia neologismelor româneşti.[Orthography and Orthoepy of Romanian Neologisms]. Limba şi literatura română 2. Lyutakova, R. (2004). Adaptarea ortografica a anglicismelor in limbile română şi bulgară. [Orthographical Adaptation of Anglicisms in Romanian and Bulgarian]. Romanoslavica. Bucureşti: Editura Universităţii. Oxford Advanced Learner’s Dictionary. (1995). Oxford: Oxford University Press. Stoichitoiu-Ichim, A. (2001). Vocabularul limbii române actuale: dinamică, influenţe, creativitate. [The Vocabulary of Contemporary Romanian: Dynamics, Influences, Creativity]. Bucureşti: Editura All. Vasiliu, E. (1979). Scrierea limbii române în raport cu fonetica şi fonologia. [The Writing of Romanian in Relation to Phonetics and Phonology]. Bucureşti: Tipografia Universităţii Bucureşti. ANDREEA VARGA 119, Calea Aradului Timisoara – 300645, Romania 34
EVALUATING ERROR ANALYSIS IN THE DISCOURSE OF ENGLISH AZAMAT ANVAROVICH AKBAROV International Burch University, Sarajevo, Bosnia and Herzegovina aakbarov@ibu.edu.ba ABSTRACT The paper has examined various attitudes and the corresponding error correction devices to students’ spoken English errors in the English speaking language classrooms, and analyzed their limitations, suggesting that a common sense approach to errors in spoken English may work well. Compared with current widely-used approaches, it is helpful to improve student’s spoken language skill, promote fluency and accuracy of spoken language. Moreover, this pattern is minimally disruptive to both the flow of the lesson and student motivation, and easy to operate, as well as flexible. Keywords: SLA; Linguistics; Discourse Errors; Error Correction Approaches . 1. INTRODUCTION The language change and its systematization stimulate the language to be learnable, at the same time, also it cause the learner inevitably to commit errors. Foreign language acquisition is a process of committing errors and correcting them unceasingly. The spoken language teaching develops learners’ oral skills, in the current process, in order to help them express English fluently and accurately. It is necessary to correct the errors by learners. According to the error type, its origin; the study level, the psychology of learners; content, situation of speech, etc., there may be different error correction approaches and strategies. But in the daily teaching classes, they are often difficult to grasp, even to apply. 2. DIFFERENT ASPECTS TOWARDS ERRORS Researchers and teachers dispute over how to treat errors heatedly and continuously for quite a long period. The traditional viewpoint is that we, teachers, should deal with any error that appears. It is uncomfortable simply observing student error without taking any action. So most teachers hold they will correct students’ errors whenever they discover. According to the behaviourism theory, many teachers regard errors a kind of “negative stimulus”; errors must be corrected at any cost. Otherwise, students would form a wrong habit, which will be hardly removed in the future. But from the 80s last century, second language acquisition theory supports different views over language forms and error corrections. Based on second language acquisition theories, “language study” is conscious, the study goal is to understand the external form of the language, that is, to know about the language rules but not the language itself. Learners should be allowed enough time to think and apply such rules to actual speeches, but in the majority of communicative situations, they don’t have time to consider and use these rules. If their statements are interrupted during the speech, 35
Page 1: JOURNAL OF LINGUISTIC STUDIES 1
Page 4 and 5: EDITORIAL BOARD EDITOR Assist. Prof
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Further research could be carried o
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THE WORDLISTS PROJECT: AN EXAMPLE O
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CONTRIBUTORS’ BIO DATA Azamat AKB
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Jasna VUJCIĆ has an MA in Linguist
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