At Grade 11 and above, it is necessary to determine what deficiencies exist in auditory and reading comprehension and in speaking and writing skills, and to take compensatory steps. Suggestions are given for French teaching. (Text is in German.) (IFS/WGA)

Analysis of errors made by students learning a second language often reveals active attempts to master the L2 rules. Awareness of error patterns can help language teachers make correction a positive experience and an aid to learning. (CHK)

This article discusses the section of the final examination used at a regional training center in French language and literature in Morocco. The linguistics task is in the form of two tests containing language errors which an examination candidate is required to find, correct, and explain. (Text is in French.) (CLK)

This volume on second language learning contains the following eleven articles: "The Contrastive Analysis Hypothesis," by Ronald Wardhaugh, "Students' Errors and the Learning of French as a Second Language," by Magdelhayne F. Buteau, "Error Analysis and Second Language Strategies," by Jack C. Richards, "Induced Errors," by Nancy Stenson, "Global…

Research conducted at a German teachers' college revealed that in English instruction at a "Comprehensive" School, equal amounts of corrective measures were devoted to each of the various types of errors. It is recommended that differentiation be made between the importance of the categories of errors. (Text is in German.) (IFS/WGA)

Some questions concerning foreign language learning and research topics are considered. One discussion question is why education and speech communication research has neglected the special case of second language communication as a source of information on the communication process in general. The need for research into the functional, operational…

Recommends using short nonsense texts, containing as many contradictions as possible, to further the students' acquisition of free-speaking competence. The nonsense sentences are to be corrected by the students, and are to be labeled: "practically impossible,""impossible in the context," or "strange." Four short nonsense texts are given. (IFS/WGA)

The acceptability of a sentence is dependent on context: some sentences look awkward in isolation but improve in an appropriate context, whereas other sentences look all right in isolation but fail to fit certain types of context. Of particular interest is the degree and specificity of textual fit of different thematic (theme-rheme, topic-comment)…

Secondary students of French interviewed a researcher posing as a French speaker. Error patterns and structures used were analyzed. Many errors were apparently due to interference; many others were apparently the result of reduction processes. Results suggested that errors might be corrected in terms of comprehensibility to a native speaker.…

This bibliography cites books, articles, and theses dealing with error analysis and remedial work in English language teaching. Entries include publications from a wide range of countries, and most have been published since 1965. (CLK)

Types of errors Arabs make with definiteness are classified and the rate of occurrence of errors are counted. Sixteen three-hour college-level American history final examinations written by Arabic speakers were examined. (SW)

A progress report is presented of a study which applies a system of generative grammar to error analysis. The objective of the study was to reconstruct the grammar of students' interlanguage, using a systematic analysis of errors. (Interlanguage refers to the linguistic competence of a student who possesses a relatively systematic body of rules,…

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…

This article discusses error correction in the writing and speaking of foreign language learners. If it is decided that student errors should be corrected, should all errors be corrected or only particular ones? How should errors be corrected, when, and by whom? (CFM)

In order to attempt to identify the linguistic difficulties of slow learners, errors made by two groups of English-speaking adults learning French as a second language were compared. The subjects of the two groups shared similar characteristics, with the exception of the amount of time required to cover the same linguistic material (Group 1: 17…