Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors

Chokri Smaoui; Elhoucine Essefi

doi:doi:10.11648/j.ijll.20150301.13

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Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors

Chokri Smaoui, Elhoucine Essefi

Published in International Journal of Language and Linguistics (Volume 3, Issue 1)

Received: 23 September 2014 Accepted: 23 October 2014 Published: 27 January 2015

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Abstract

This work tried to see whether Tunisian novice researchers have taken advantage of their errors or not. By studying a case study in terms of Corpus Linguistics, it was found out that difficulties of Tunisian novice researchers lie in their unfamiliarity with error terminology and with the tradition of the corrective feedback. This lacuna is inherited from the Tunisian official programs, which have excluded this endeavour from their interests. Thus, Tunisian novice researchers could not profit from the corrective feedback either during their educational career or during the revision process of their Research Articles.

Published in	International Journal of Language and Linguistics (Volume 3, Issue 1)
DOI	10.11648/j.ijll.20150301.13
Page(s)	16-21
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Error Terminology, Error Analysis (EA), Corpus Linguistics, Corrective Feedback

References

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[4]	Davies, F. (1988). Reading between the lines: Thematic choice as a device for presenting writer viewpoint in academic discourse. Especialand, 9, 173-200.
[5]	Ellis, R. (2007). Corrective Feedback in Theory, Research and Practice [Abstract]. Presented at the 5th international conference on ELT in China & the 1st congress of chinese applied linguistics. Beijing, China: Beijing Foreign Language Studies University, May 17–20, 2007. Retrieved 23.10.07.
[6]	Ellis, R. (2014). The relevance of the ‘implicit’ vs ‘explicit’ distinction for language teachers. Paper presented at the second international conference of the Tunisian Association of Teachers of English (TATE), Tunis, Tunisia.
[7]	Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland, & F. Hyland (Eds.), Feedback in second language writing (pp. 81e104). Cambridge: Cambridge University Press.
[8]	Gosden, H. (1993). Discourse functions of Subject in scientific research articles. Applied Linguistics, 14, 56-75.
[9]	Gosden, H. (1995). Success in Research Article Writing and revision: A Social-Constructionist Perspective. Pergamon, 14, 37-49.
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[14]	Schulz, R.A. (1996). Focus on form in the foreign language classroom: Students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29, 343–364.
[15]	Smaoui, Ch. (1993). Error Analysis: communicative concern as a major contributor to students’ errors. Unpublished M.A. thesis. University of Kairaouan, Tunisia.
[16]	Smaoui, Ch. (2010). Foreign language learners’ ways of expressing ‘difficult’ concepts. In Tarchouna, N. (ed.), Cross-Cultural Dialogues: Proceedings of the English Department Conference, Faculty of letters & Humanities, Sousse (7-9 December 2006): 131-151. Imprimerie Officielle de la République Tunisienne.
[17]	Smaoui, Ch. & Sefi, E. (forthcoming). Reading process as first stage of the publication industry: have Tunisian novice researchers acquired the appropriate reading skills to do a literature review? International Journal of Language and Linguistics.
[18]	Stockwell, R.P., and Martin, J. W. (1965). The grammatical structure of English and Spanish. Chicago: University of Chicago Press.
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APA Style

Chokri Smaoui, Elhoucine Essefi. (2015). Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors. International Journal of Language and Linguistics, 3(1), 16-21. https://doi.org/10.11648/j.ijll.20150301.13

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ACS Style

Chokri Smaoui; Elhoucine Essefi. Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors. Int. J. Lang. Linguist. 2015, 3(1), 16-21. doi: 10.11648/j.ijll.20150301.13

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AMA Style

Chokri Smaoui, Elhoucine Essefi. Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors. Int J Lang Linguist. 2015;3(1):16-21. doi: 10.11648/j.ijll.20150301.13

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@article{10.11648/j.ijll.20150301.13,
  author = {Chokri Smaoui and Elhoucine Essefi},
  title = {Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {1},
  pages = {16-21},
  doi = {10.11648/j.ijll.20150301.13},
  url = {https://doi.org/10.11648/j.ijll.20150301.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150301.13},
  abstract = {This work tried to see whether Tunisian novice researchers have taken advantage of their errors or not. By studying a case study in terms of Corpus Linguistics, it was found out that difficulties of Tunisian novice researchers lie in their unfamiliarity with error terminology and with the tradition of the corrective feedback. This lacuna is inherited from the Tunisian official programs, which have excluded this endeavour from their interests. Thus, Tunisian novice researchers could not profit from the corrective feedback either during their educational career or during the revision process of their Research Articles.},
 year = {2015}
}

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TY  - JOUR
T1  - Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors
AU  - Chokri Smaoui
AU  - Elhoucine Essefi
Y1  - 2015/01/27
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20150301.13
DO  - 10.11648/j.ijll.20150301.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 16
EP  - 21
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150301.13
AB  - This work tried to see whether Tunisian novice researchers have taken advantage of their errors or not. By studying a case study in terms of Corpus Linguistics, it was found out that difficulties of Tunisian novice researchers lie in their unfamiliarity with error terminology and with the tradition of the corrective feedback. This lacuna is inherited from the Tunisian official programs, which have excluded this endeavour from their interests. Thus, Tunisian novice researchers could not profit from the corrective feedback either during their educational career or during the revision process of their Research Articles.
VL  - 3
IS  - 1
ER  -

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Author Information

Chokri Smaoui

RU: DISCOURSE ANALYSIS. Faculty of Letters and Humanities of Sfax, Sfax, Tunisia
Elhoucine Essefi

National Engineering School of Sfax, Road of Soukra, km 4 Zipcode3038, Sfax, Tunisia

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APA Style

Chokri Smaoui, Elhoucine Essefi. (2015). Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors. International Journal of Language and Linguistics, 3(1), 16-21. https://doi.org/10.11648/j.ijll.20150301.13

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ACS Style

Chokri Smaoui; Elhoucine Essefi. Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors. Int. J. Lang. Linguist. 2015, 3(1), 16-21. doi: 10.11648/j.ijll.20150301.13

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AMA Style

Chokri Smaoui, Elhoucine Essefi. Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors. Int J Lang Linguist. 2015;3(1):16-21. doi: 10.11648/j.ijll.20150301.13

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@article{10.11648/j.ijll.20150301.13,
  author = {Chokri Smaoui and Elhoucine Essefi},
  title = {Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {1},
  pages = {16-21},
  doi = {10.11648/j.ijll.20150301.13},
  url = {https://doi.org/10.11648/j.ijll.20150301.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150301.13},
  abstract = {This work tried to see whether Tunisian novice researchers have taken advantage of their errors or not. By studying a case study in terms of Corpus Linguistics, it was found out that difficulties of Tunisian novice researchers lie in their unfamiliarity with error terminology and with the tradition of the corrective feedback. This lacuna is inherited from the Tunisian official programs, which have excluded this endeavour from their interests. Thus, Tunisian novice researchers could not profit from the corrective feedback either during their educational career or during the revision process of their Research Articles.},
 year = {2015}
}

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TY  - JOUR
T1  - Research Article Revision and Error Analysis (EA): Have Tunisian Novice Researchers Learnt from their Errors
AU  - Chokri Smaoui
AU  - Elhoucine Essefi
Y1  - 2015/01/27
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20150301.13
DO  - 10.11648/j.ijll.20150301.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 16
EP  - 21
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150301.13
AB  - This work tried to see whether Tunisian novice researchers have taken advantage of their errors or not. By studying a case study in terms of Corpus Linguistics, it was found out that difficulties of Tunisian novice researchers lie in their unfamiliarity with error terminology and with the tradition of the corrective feedback. This lacuna is inherited from the Tunisian official programs, which have excluded this endeavour from their interests. Thus, Tunisian novice researchers could not profit from the corrective feedback either during their educational career or during the revision process of their Research Articles.
VL  - 3
IS  - 1
ER  -

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