Discusses the history, framework, and psychological basis of contrastive analysis. Presents three main points of view of contrastive analysis: (1) predictive (strong), (2) retrospective (weak), and (3) intralingual error analysis (a rejection of the contrastive analysis hypothesis). Suggests that the second viewpoint is more applicable and useful…

Students may copy words while being incapable of communicating through writing, a deficiency which may be identified using three techniques for analyzing generative writing samples: (1) interpretation of cluster errors, (2) differentiation of linguistic disability from symptomatic frustration, and (3) use of word restoration exercises. Samples of…

Shows how error pattern analysis can be helpful with children learning to spell. (FL)

Most research on language awareness in a second language (L2) has been carried out with adult learners. This research presents data showing that pedagogical techniques can be devised enabling children as young as 8 to develop metalinguistic awareness of their emerging L2 system. Building on existing work by Canadian researchers, this…

The article examines two topics important to educators working with learning disabled college writers: error patterns of college learning disabled, normal, and basic writers across different tasks and instructional approaches successful in improvng the written language skills of college learning disabled writers, such as sentence combining and…

Reports on visits to classes in English taught by teacher candidates, listing, in several groups, the errors which were most frequently encountered. The purpose of the article is not to deride but to help the candidates improve their teaching. (IFS/WGA)

Reports that reading in unison, reading silently, and reading orally to partners were all successful in reducing oral reading errors in primary school students, but that unison and silent reading were more effective at error reduction than was reading orally to partners. (FL)

Outlines the theoretical assumptions and pedagogical implications of error analysis and attempts to show the relevance of error analysis to language teaching practice. (CFM)

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…

Error analysis can provide teachers with a foundation for creating practical writing experiences for students and can allow the teacher to examine errors for linguistic features appropriate and inappropriate to the social context of writing. Teachers tend to call for a finished, error-free product, a polished final paper instead of using error…

The study of the evaluation of error analysis in teaching English as a second language can contribute to the theory and practice of analyzing errors students make in written composition. (DD)

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

Examines the various roles which grammatical consciousness can assume in the planning stages of a language teaching syllabus. Gives examples of learning activities that can engender unconscious awareness of crucial aspects of language organization. (EKN)

Discusses a study that attempted to create and test the validity of an error analysis model usable by high school teachers. Results indicate that, in themes that do not contain significant mechanical errors, syntactical errors do not lead to a breakdown of meaning. Numerous syntactical errors, however, do create comprehension problems. (15…

This document presents the proceedings of 16th Annual Research Forum held June 15, 2011, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) The Effects of Prompted Math Journaling on Algebra 1 Students' Achievement and Attitudes (Heidi I. Arnold); (2) Group Work and Attitude…