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 theories of contrastive analysis and error analysis in second language learning with regard to the idea that a language closely related to one's own native language is easier to learn that a remotely related one. (EKN)

Discusses linguistic competence and performance and how analyzing second language learners' errors can provide clues about their interlanguage, which is useful not only for pedagogical reasons, but also for the forwarding of general linguistic theory. (EKN)

Describes study to determine how native speakers would react to those second-language errors perceived by intermediate Spanish instructors as being most troublesome in their classes. Results show 90 percent or more of the native speakers could comprehend 40 of the 48 errors in sample. (Author/BK)

Relates the theory of interlanguage in second language learning to a theory of interlanguage in translation. (AM)

A review of the development and interaction of research involving second language contrastive analysis, error analysis, and interlanguage demonstrates how different assumptions and theoretical preconceptions have affected the results of such research, and the degree to which the research areas have drawn on the other areas. (39 references) (CB)

Discusses do-support errors in English made by second-language learners. Also presented are the main lines of argument in explaining this type of error from first-language research, after which, the shortcomings from these arguments are assessed. (33 references) (GLR)

This study reflects a social constructivist theoretical framework in which the zone of proximal development (ZPD) is a central element, as two teaching approaches, communicative language teaching (CLT) and explicit focus on form (FonF) are examined. Research questions include: Are CLT and explicit FonF conducive to reaching the ZPD? Is there a…

As language teachers, we realize that some mistakes found in our students' output are more serious than others. What may be less obvious, though, is that our judgement of learner error can yield linguistic insights, and that sharpening our error-analysis skills might improve the quality of our error feedback. This article presents an error-gravity…

A number of researchers have suggested that formulaic sequences are stored and processed holistically (Altenberg, 1998; Raupach, 1984; Schmitt & Carter, 2004; Spottl & McCarthy, 2004). However, the evidence for this hypothesis has not been conclusive. The present study examined the representation and processing of formulaic sequences in two online…

Reports on a study which sought to compare syntax acquisition in French by francophone and non-francophone children, in order to establish the order in which French grammatical elements are acquired, and in order to create a French version of the Bilingual Syntax Measure. (AM)

Ease or difficulty of learning simplified and complex Chinese characters is examined in terms of recognition and reproduction. Empirical observations and careful studies of errors in learning situations lead to the conclusion that complex characters are harder to learn. Teaching of Chinese characters therefore should proceed from simplified to…

Presents a method by which the student arrives inductively at a realization of the French vowel system. (Text is in French.) (AM)

A comparison of bilingual college students learning a third language with monolinguals learning a second language indicated that the bilingual students' metalinguistic awareness provided them with an advantage over monolingual students. Another comparison found that bilingual students with formal language training had an advantage over bilingual…

Discusses the potential value of contrastive analysis (CA) in second language teaching. Describes the psychological basis of CA, briefly reviews the linguistic developments and some of the criticisims of CA, and concludes that both CA and error analysis are useful in understanding the second language learning process. Discusses the classroom…