This paper describes a project developed within an ongoing study at the University of Athens. In our previous studies we analyzed the errors of Greek learners of Italian language, using Learner Corpora evidence and we retrieved useful information about their interlanguage and its interaction to the language learning process. In this study we…

This research explored the most common writing errors of Science and Arts students of the Foundation year program at a Saudi University that hinder them from achieving their course goals, learning outcomes and becoming efficient writers. The importance of this research stems from the fact that, it is a comparative study that shows the differences…

Negative transfer is a difficulty for Arabic-speaking students of English. This study juxtaposes eight categories of Arabic-to-English transfer errors with equivalent and near-equivalent errors in Arabic. It compares their error gravity as rated by teachers and students to discover whether there are any differences between teacher and student…

The present study aimed at analyzing writing errors caused by the interference of the Persian language, regarded as the first language (L1), in three writing genres, namely narration, description, and comparison/contrast by Iranian EFL students. 65 English paragraphs written by the participants, who were at the intermediate level based on their…

The present study analyses errors on present simple tense among adult Arab English language learners. It focuses on the error on 3sg "-s" (the third person singular present tense agreement morpheme "-s"). The learners are undergraduate adult Arabic speakers learning English as a foreign language. The study gathered data from…

This study aimed at analyzing writing errors caused by the interference of the Thai language, regarded as the first language (L1), in three writing genres, namely narration, description, and comparison/contrast. 120 English paragraphs written by 40 second year English major students were analyzed by using Error Analysis (EA).The results revealed…

The paper tries to answer the question--to what extent the English Language Teaching theory informs the ELT practice in a reflective case study. It argues that even if it is challenging considering what is beyond the theory in practical use of theory, yet if teacher educators in the field of ELT have a solid academic foundation, they will have the…

This paper evaluates the effect of Chinese non-native English-speaking teachers (NNESTs) on Chinese ESL students' struggles with English syntax. The paper first classifies Chinese learners' syntactic errors into 10 common types. It demonstrates how each type of error results from an internal attempt to translate a common Chinese construction into…

For years language teachers have conducted error analysis for remedial purposes. More recently error analysis has assumed a developmental purpose, namely as a clue to the process of acquiring a second language. Causes of learner errors, such as interference from the first language, confusing aspects of the second language, or learners fostering…

Certain categories of grammatical errors made by 42 teacher trainees at Lund University in Sweden are described and explained. Each student was asked to write two summaries in English, one an account of a book that appeared on a list of books for extensive reading and the other an account of a 40-minute tape recording in the language laboratory,…

A major problem in learning a second language is the interference of a structurally different native language. Contrastive analysis (CA) combined with learner error analysis (EA) provide an excellent basis for preparation of language instructional materials. The Yugoslav Serbo-Croatian-English Contrastive Project proved that full application of CA…

Gives a brief account of some factors which affect the teaching and learning of English pronunciation in Jordanian secondary schools. These factors include negative transfer from Arabic into English, learning strategies, and socioemotional, methodological, and psychological factors. (SED)

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…