In a project-based approach to teaching a foreign language at the university level, students are often required to participate in several task-based writing activities. In doing so, language learners not only write incorrect forms, but also correct forms of the same structures, both of which provide useful information on their strengths and…

Discusses the communicative approach to foreign language instruction and provides information on communication exercises. (AG)

Emphasizes that error analysis is not the analysis of the learner's competence. Laments the lack of texts which deal with frequently recurring types of errors, such as those discussed in this article, and which could help to forestall the production of these errors. (IFS/WGA)

The concept of error, or mistake, is a sensitive and crucial issue in both second language learning and second language instruction. Error can play a constructive role in learning and, under some conditions, in teaching, and avoidance of error may be less productive than confrontation with it. (MSE)

Explores error in writing in relation to particular aspects of second language acquisition and theories of the writing process in the first and second language (L2). Argues that a focus on the writing process as a pedagogical tool is only appropriate for L2 learners if attention is given to linguistic development, and if learners are able to get…

It is impractical, unproductive, and unfair to persist in harsh criticism of spelling errors in French taught as a second language. It is more useful to reflect, with students, on the extremes of orthography in the language with the objective of learning from this exercise. (MSE)

Discusses the theoretical foundations of both basic approaches to contrastive analysis, the predictive, "a priori" version, and the explanatory, "a posteriori" version. Analyzes problems in both approaches, and states that explanatory investigations must be divorced from "classical" contrastive analysis and used with a more realistic methodology…

A discussion of errors made in second-language learning focuses on the control that the speaker himself exerts over mistakes and argues that this would be a useful area for further research. Implications of such analysis for second-language instruction are considered. (MSE)

Weak English-as-a-foreign-language students adopt several mistaken strategies to understand text or to perform text-based tasks. This article describes mistaken strategies, provides examples of each, explains the cause or causes of such mistaken approaches, and suggests possible solutions. (Author/VWL)

Attitudes toward and approaches to error in language learning depend on one's point of view: strictly linguistic, pedagogical, or that of the learner. This last approach is that "one learns by making mistakes," and from that perspective, there is no absolute definition of error, but only an operative one. (MSE)

Describes a web-based intelligent computer assisted language learning (ICALL) system for German that provides error-specific feedback suited to learner expertise. Focuses on the Domain Knowledge and Filtering Module. Concludes with a study that supports the need for a CALL system that addresses multiple errors by considering language teaching…

Offers sufficient responses to 60 of the most frequently made errors in German grammar, plus 13 punctuation rules, and proposes that the instructor hand out this list to the students and henceforth "tag" language errors by the corresponding number, then have the student correct them and resubmit the assignment for a better grade. (GLR)

Illustrates the pitfalls of French grammar and syntax by reproducing a student's composition, which mangles the language. Draws from similarly frustrating experiences and from a "New York Times" article entitled "The Fumble-rules of Grammar" to compile a list of "General Principles for the Improvement of Oral and Written French Expression." (MES)

The author discusses the preparation of a test of reading comprehension in Italian as a Second Language for Spanish university students and analyzes the results of the test. The article includes the reading passage and the test. (CFM)

One English-as-a-Second-language teacher talks about the email messages she receives from her students, often filled with symbols and spelling and punctuation errors. Examines why such high-level, hardworking students write this way. (Author/VWL)