Examines the lexical errors made by students learning French as a foreign language, and proposes a new method for teaching vocabulary based on a lexical disambiguation model. (15 references) (JL)

A review of the development and interaction of research involving second language contrastive analysis, error analysis, and interlanguage demonstrates how different assumptions and theoretical preconceptions have affected the results of such research, and the degree to which the research areas have drawn on the other areas. (39 references) (CB)

Discusses do-support errors in English made by second-language learners. Also presented are the main lines of argument in explaining this type of error from first-language research, after which, the shortcomings from these arguments are assessed. (33 references) (GLR)

Explores unformalized problems arising from different linguistic representations and non-representations of the categorical distinction between the real and unreal in French and in English. Because the different sensitivities to these oppositions are not acknowledged by manuals and not formalized by dictionary examples of usage, the differences…

Examines three experimental studies deriving from contrastive analysis predictions and error analysis insights into deviances from expected target language forms. Each of these studies predate the Interlanguage hypothesis. (CB)

Analysis of form-oriented and content-oriented lexical errors made by advanced German learners of English covers: theoretical aspects of form-orientation; a taxonomy of form-oriented approximations; content-oriented approximations; traditional concepts (of semantic organization); empirical evidence; and strategies for second language learning. (CB)

No single foreign language teaching method can produce speakers with competence in all areas of the target language. Teachers should be aware that the relative importance of form versus function varies with the specific goals of language use and should consider the consequences of fossilization, error correction, and comprehensibility in teaching…

Analysis of "lesson" parts in English as a foreign language instructional materials revealed many problems, including: muddled text forms; lack of coherence; lack of completion; and confusing focus of text. (CB)

Discusses some aspects of the Japanese language that look inexplicable at first but that turn out to be explainable by pragmatic principles shared with English. Focus is placed on how the Japanese choose a particular word to use in a sentence involving indirect quotations, when the words would be synonyms in other languages. (20 references) (GLR)

This article examines recent research in the areas of contrastive analysis (CA) and error analysis (EA) as they apply to second-language learning, focusing on redefinitions and modifications of the concepts of language "transfer,""error," and "native speaker." It argues that both CA and EA remain vital components of applied linguistics and…