Recommends composition writing on carefully chosen subjects in the initial stages of French training. The teacher corrects compositions and creates an "error frequency profile" for the entire class. (MLA)

Discusses the basis for "error rules" in learning, finding that they are complex, intralingual rather than interlingual, and semantically motivated. The French plural form "des" should be treated not as a partitive but as the plural of "un, une." (Text is in German.) (IFS/WGA)

Comments on the increasing variation in grading practice in English courses in grades 11-13. Discusses the judgment categories of content and expressive ability, as well as formal correctness and the definition of the error quotient. Two thirteenth-grade student papers are corrected and graded. (IFS/WGA)

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)

Recent studies have shown that the behavioristic theory of learning is not adequate as a model for language acquisition. Far from being the linear accumulation of a series of automatic reflexes, language acquisition is a cognitive process in which individuals construct and test hypotheses and where there is considerable variation from learner to…

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)

A study of errors in papers written by upper-level (Grades 11-13) students of English, notably in the use of participles, inversion, modal auxiliary verbs, pointed to deficiencies in upper-level teaching texts, insufficient exposure, and goals that are too high. (Text is in German.) (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)

Reports on research seeking to isolate and analyze high frequency errors in secondary students of German, to identify learning tactics, and to apply the research results to improving language instruction. (AM)

Examines the differential use of formal explicit knowledge and intuitive implicit knowledge in a second language grammaticality judgement tasks. (Author/AM)

Investigates the acquisition of selected English short and long vowel spellings by German learners of English in order to answer the questions: who acquires the short and long vowel spellings (a,e,i), and when and what governs their order of acquisition? Statistical data is included. (Author/OD)

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)

An experiment was carried out to investigate errors in translation exercises done by French students studying English as a second language. A code was devised to rate errors as being: (1) lexical or grammatical, and (2) related to the signifier or the signified, with further subdivisions within these groups. While this method has the advantage…

A longitudinal case study examining the learning of English (focusing on grammatical morphemes) by a Tunisian adolescent speaker of Arabic and French showed that the second language learner relies on his prior linguistic knowledge to facilitate new learning and that second language learning like first language acquisition is a creative process.…

This paper investigates the error analysis thought processes of foreign language learners regarding their written examples of the language under study, suggesting that consciousness plays a part in instructed second language acquisition. The study assumed that individual learners could offer insights into interim states of their developing grammar…