Discusses the correction system for German-French translations used in German universities. The following are proposed: (1) Differentiation of, and a grading scale for, errors; (2) Distinguishing interstructural vs. intrastructural errors, (with suggestion for grading); (3) Localizing errors in grammar or vocabulary, with consequences for grading.…

Examines the hypothesis that certain errors occurring in oral foreign language tests are due to the recurrence of phonological features both in the questions and in the answer. (AM)

Students of French are now more fluent orally than their counterparts of a few years ago. They are using, however, a more anglicized French. The causes are three: (1) unawareness of the value of words; (2) infrequent use of reference material, specifically the dictionary; (3) lack of adequate knowledge of basic rules. (CFM)

University-level foreign language courses do not usually prepare the future language teacher for the task of correcting students' work. Using student papers as an example, general questions on the subject of errors are discussed, and appropriate procedure is suggested. (IFS/WGA)

A discussion of error analysis understood as the differences between the way people learning a language speak and the way adult native speakers use the language. The inevitable errors can be turned to pedagogical advantage if the teacher provides appropriate feedback to help the learner modify his grammar. (AMH)

A detailed analysis of errors in French composition of French-speaking secondary school students in Ontario. A general conclusion is that these students do not possess a mastery of formal written French. It is hoped that the analysis will help teachers of minority Francophones elsewhere. (Text is in French.) (AMH)

A study of certain aspects of second language learning among three university students, all in an advanced ESL class at UCLA. An error analysis of written verb forms was undertaken. An examination of correction revealed that it was neither systematic nor enlightened enough to actually influence error production. (Author/RM)

Recommends the use of recorded passages in the source language, English, for translation into the target language, Spanish. Oral comments about linguistic difficulties are in Spanish. (MLA)

A description of introductory university French courses in Japan where communication needs have effected a change in student motivation. The objectives, learning conditions, role of error analysis, linguistic obstacles, teaching goals and methods, course content, and new perspectives are discussed. (Text is in French.) (AMH)

A procedure involving dialogue and an oral paraphrase of a text is suggested as a means of developing communication skills. Student errors in communicative exchange compared with their errors in structural and prepared exercises, recurring sources of errors, and utilization of these sources in productive learning situations are discussed. (AMH)

The cognitive approach to foreign language teaching is discussed, and practical guidelines for classroom application of error analysis are presented. The cognitive approach seeks to develop a competence approximating that of native speakers without explicit reference to previously memorized material. (SW)

For years, French language instructors in Alberta have wondered about the possibility of coordinating in a better way their students' transition from last year of secondary education to first year at the university level. At the end of a university year, errors were found in the French compositions of 34 randomly chosen students (out of 68), which…

After finding that the English Pronunciation course required at Regensburg University reduced errors by only 14 percent, a course was developed in recognizing errors (one's own and others'), with emphasis on vowel reduction, speech rhythm, elementary intonation and liaison. As a result, errors were reduced by 67 percent. (IFS/WGA)

The following error made by Sudanese students in their written English is discussed: giving the direct translation of relative pronoun plus personal pronoun from the Arabic pattern instead of the relative pronoun. The structure of the relative clause in English and Arabic is also compared. (SW)

A new program developed during 1975-76 as part of the English as a second language curriculum at the University of California, Davis, is designed to enable students to listen to their oral English for pronunciation and grammatical self-correction. Students are aided in identifying and correcting their errors through tape-recorded sessions with a…