This study analyzes Spanish and German errors committed by adult native speakers of English enrolled in elementary and intermediate levels. Four written samples were collected for each target language, over a period of five months. Errors were categorized according to their possible source. Types of errors were ordered according to their…

This study focuses on a native speaker of Chinese, in her 40's, who began to learn English in her late 20's when she emigrated to the United States. It was discovered that the subject was able to self-correct nearly every error she made in casual speech when the errors were pointed out to her after their commission. Furthermore, in nearly every…

Current research on adult second language learning suggests that study is necessary to separate interference variables from intralinguistic variables and to determine the relative difficulty of structures in each group. This research on the acquisition of the English relative clause was specifically designed to test the transfer hypothesis…

This graduate level text on second language learning is divided into three sections. The first two sections provide a survey of the historical underpinnings of second language research in contrastive analysis and error analysis. The third section includes discussions of recent developments in the field. The first section contains articles on the…

Discusses the value of classifying the errors adult language learners make and of comparing them to errors made by children. It is suggested that teachers correct student errors in the same way parents correct children's errors in order to encourage successful learning. (CFM)

The language learner is activated by exposure to primary linguistic data in the target language, categorizes that data and deduces from it a system of rules or hypotheses. When the language acquisition process is successful, as is virtually always the case in first language acquisition, the learner's rule system corresponds to that of the speech…