A Corpus-Based Study of the Linguistic Errors Committed by the Iranian EFL Learners in English Translation of MA Research Abstracts of Educational Management Based on Liao’s (2010) Model

Given the importance and the precision required in the translation of research abstracts, this descriptive quantitative research made an attempt to investigate the analysis of the type and frequency of the linguistic errors occurring in the English translations of 40 academic MA research abstracts in the field of educational management. To this end, 40 academic MA thesis abstracts in the field of educational management from 2009 to 2019 were gathered from Shiraz Azad University through the saturation method. Then, the errors were categorized based on the classification of error types adapted from Liao’s model (2010). The results of the study revealed that based on Liao’s categorization (2010), the frequencies of possible linguistic errors by educational management include grammatical mistake or ungrammatical syntax of target language (F = 190), excessive literal translation, which leads to ambiguous translation (F = 30), awkward expression, including ambiguous meaning, mismatch, redundant words, and unnecessary repetition, (F = 29), incorrect character, improper punctuation marks, or inconsistency in term translation (F = 26), excessive free translation, which differentiates the translation from the original text (F = 6), and inappropriate register (F = 6).

ERROR ANALYSIS IN WRITING OF THE TENTH GRADE STUDENTS OF MAN 1 PALU

Error analysis is an activity to identify, classify and interpreted or describe the errors made by someone in speaking or in writing and it is carried out to obtain information on common difficulties faced by someone in speaking or in writing English sentences. For students, error analysis is needed to show them in what aspect in grammar which is difficult for them, to show the errors made by the students, to know the source or the cause of the error and how the students can learn from their mistakes in order that they will not make some errors repeatedly. The purpose of this research is to describe the type of grammatical error faced by students in writing. This research used descriptive qualitative method. This research was carried out in using descriptive writing text to find out what types of error made by students of the tenth grade students MAN 1 Palu in writing and what causes of the students error in writing. The result of the research showed that the tenth grade students MAN 1 Palu still made 41 errors in their writing. They are three classification of error based on surface strategy taxonomy. The high frequency of error is selection (63,41%), omission (26,82), and The lowest frequency of error is addition (9,75). On the other hand, the highest cause of error is carelessness (75,6%), %), first language (7 or 17,07 %), while the lowest cause of error is translation (7.31%).

Taxonomy and Epidemiology of Error in Radiology

This chapter provides an overview of the prevalence and classification of error types in radiology, including the frequency and types of errors made by radiologists. We will review the relative contribution of perceptual error—in which findings are simply not seen—as compared to other common types of error. This error epidemiology will be considered in the light of the underlying variability and uncertainties present in the radiological process. The role of key cognitive biases will also be reviewed, including anchoring bias, confirmation bias, and availability bias. The role of attentional focus, working memory, and problems caused by fatigue and interruption will also be explored. Finally, the problem of radiologist error will be considered in the context of the overall problem of diagnostic error in medicine.