Proposes an error gravity/distribution factor to give a mathematically consistent evaluation method to error analysis. Such an approach assumes that "seriousness" of error is related to frequency of output and not to notions of degree of communicative difficulty. Distribution of error type is also taken into account. (PJM)

Describes how, through the use of two diagrams, one can teach the English present-perfect to Iranian students. One diagram consists of a time-line divided into "past" and "non-past." The other uses an oval to indicate a time-span including the present. Both facilitate comprehension of present-perfect meaning. (PJM)

Outlines a method for teaching writing encourages self-improvement while downplaying competition. The instrument is a scoring grid which classifies and tabulates errors, then assigns values in each of several pertinent categories, based on the student's performance in that category relative to his classmates. Individual and group evaluation is…

Present a study in which Arab subjects were to change 10 English declarative sentences into yes/no questions. Results showed 25.6 percent of the answers were erroneous. An attempt is made to account for the source of error. Most errors were not due to effects of the native language, but to the verb form used. (PJM)