The quality of language produced is greatly influenced by the quality of language input. Reading is a major source of language and knowledge input. In Pakistan, two types of books written in the English language are available for the reader. The first type includes the books written and published in Pakistan and the second type is of the books…

This study demonstrates how native and learner corpora can enhance modal verb treatment in English-as-a-foreign-language (EFL) textbooks used in mainland China. Data analysis compares modal verbs in the textbook and native corpus by referring to distributional features, semantic functions and co-occurring constructions; and the analysis of the…

This paper aims to review the theoretical concept of interlingual interference of the mother tongue, Thai to the target language, English and intralingual interference found in EFL student writing in Thai context with the attempt to define the existence of errors according to their sources. This review article also exemplifies some frequent errors…

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)

Examines the use of English by merchandisers in Macao, where the required proficiency exceeds that these individuals can be expected to possess. Examples of serious language mistakes are given and contextual and other clues are identified. Possible solutions for these problems are suggested and potential directions of further enquiry are explored.…

Certain concepts of redundancy at the phonological level are mistaken or misapplied. Three "fallacies" ("string of beads," vowel redundancy, and single error) of the nature of redundancy are explored. Although learners should be sensitized to other varieties of English, teachers should also provide a model of pronunciation that conforms to a…

Provides various procedural criteria for performing error analysis, and introduces two new dimensions of error, extent and domain, which serve to differentiate errors systematically. (32 references) (Author/CB)

The uses of the present progressive tense in informal English spoken discourse are examined, focusing on the increasing frequency of the so-called stative or non-action verbs found in the progressive aspect. Generalizations are proposed to account for: (1) the discrepancy between grammar book explanations and actual usage, and (2) the meaning of…

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)

Discusses complexities inherent in correcting second language students' spoken and written errors. Alternatives to current error correction methods (1) focus on the use of error correction to improve students' language form, (2) involve the real communicative consequences of inaccuracy, (3) suggest strategies for attending to form when listening…

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)

Defines English phrasal verbs (EPVs) and analyzes Italian students problems when studying them. Through contrastive analysis of English and Italian syntax and study of student errors, important insights are offered. (over 100 references) (LET)

Discusses academic writing as it is learned by Chinese students of English as a second language (ESL), and critiques Kaplan's claim that ESL students writing expository prose in English will show organizational patterns different from those of native speakers. Developmental factors in second language learners' writing are discussed. (SED)

The argument is presented that good writing begins with adult inner speech that ignores audience and then gradually evolves into a form of communication adding the vital component of audience into its focus. It is suggested that when second language writers are not trained to go beyond the inner speech in their own language, they do not have the…