Describes a study which tested the proposal that adults learning second languages transfer errors from their first language (L1) to their second language (L2) when the L1 has activated a parameter of Universal Grammar which is not operative in the L2. The subjects were native Spanish speakers learning English. (SED)

An error analysis was made of 26 essays written by English-speaking honor students in their first year of university German. Results illustrate the relative frequency of errors occurring in the sample, together with some possible explanations for certain types of errors. (SED)

Uses data from English-speaking children learning French in the Toronto French Immersion Program as evidence to support the 1981 study by Gundel and Tarone on the acquisition of pronouns by Chinese- and Spanish-speaking adults learning English. This study concluded that the acquisition of direct object pronouns proceeds in three stages. (SED)

Investigates the influence of time pressure and focus of attention on the correct use of two Dutch word order rules in the speech of 32 adult learners of the language. The relation between explicitness of rule knowledge, assessed in an interview, and rule application, elicited in the experiment, is also discussed. (EKN)

Describes a study of "analogy" and "interference" errors in the syntax of second language learners. (Author/RM)

A classification of a number of common errors in English pronunciation committed by Bengali learners. (RM)

Presents and analyzes two studies designed to test native speaker reaction to certain types of errors that speakers of English make when learning German. Aim was to establish the role of the medium, spoken or written, in evaluation of errors. Results show overall ratings of errors in written and spoken language are similar, although with…

Analyzes errors that characterize French utterances produced by native speakers of English to determine the degree to which various categories of errors interfere with oral communcation. Error analysis is based on the spontaneous reactions of French speakers to correct and incorrect versions of the same utterances. Pedagogical implications are…

Four groups of respondents comment on and evaluate oral communication of university level students. Implications of results are that students must feel desire to communicate; teacher must seem interested, not critical; teacher must deal openly with cultural sensitivities; lexical items should be dealt with in context; and objectives in classroom…

Argues for the studying of the language learning process itself, rather than doing contrastive or error analyses for determining the source of error in second language acquisiton. Longitudinal and cross-sectional studies can help determine the language learning stages. A multidimensional model of language learning is proposed. (PJM)

Two hypotheses explaining the cause of errors in second language production are reviewed and compared. Classroom techniques related to each are described. The viewpoint of each theory on which errors should be corrected, when, by whom, and how is summarized. (PMJ)

On the basis of German compositions written by second- and third-year English students, with specific reference to the placement of "nicht," it is shown that performance is affected by the mother tongue, but also by the level of experience in using the target language. (Text is in German.) (IFS/WGA)

Summarizes results from theory, research, and practice in technological assisted language instruction aiming toward an integrated theory of what will be available in this area in the 21st century. The study focuses on conceptualizing the use of advanced technologies in language instruction. (25 references) (Author/CK)

Challenges the prevalent misconception among many students that the grammatical gender system of Spanish is transparent. Data concerning the number of exceptions in gender assignment in Spanish is presented along with samples of student production. (VWL)

Outlines a contrastive analysis model and a non-contrastive analysis model for studying interlanguage in strictly bilingual settings, and suggests a bidimensional framework, including both linguistic and curricular components, for studying interlanguage in multilingual settings. (21 references) (CB)