Details errors commonly made by learners of Korean because of inadequate linguistic description or grammar explanations; suggests that one way of minimizing learner errors is to provide explicit linguistic descriptions (i.e., grammatical rules, explanations, and usage); also attention must be paid to presentation of word order and vocabulary…

The efficacy of teacher error/grammar correction in second language writing classes has been the subject of much controversy, including a published debate in an earlier volume of this journal [J. Second Language Writing 8 (1999) 1; J. Second Language Writing 8 (1999) 111]. In this paper, the state-of-the-art in error correction research in L2…

The potential of the computer in helping foreign language students learn to use the grammatical principles of the target language for communicative purposes is discussed. A philosophical contrast between the terms of computer-assisted instruction (CAI) and computer-assisted language learning (CALL) precedes a discussion of current approaches to…

Noting that there are students with limited writing ability who belong neither in regular English composition classes nor in classes for speakers of other languages (ESOL), this paper reports on a study conducted at the University of Texas, EL Paso to produce a profile of 30 limited English writers. Following an introduction to the family…

For years, French language instructors in Alberta have wondered about the possibility of coordinating in a better way their students' transition from last year of secondary education to first year at the university level. At the end of a university year, errors were found in the French compositions of 34 randomly chosen students (out of 68), which…

For years language teachers have conducted error analysis for remedial purposes. More recently error analysis has assumed a developmental purpose, namely as a clue to the process of acquiring a second language. Causes of learner errors, such as interference from the first language, confusing aspects of the second language, or learners fostering…

This article discusses error correction in the writing and speaking of foreign language learners. If it is decided that student errors should be corrected, should all errors be corrected or only particular ones? How should errors be corrected, when, and by whom? (CFM)

Describes the advantages of the Cloze procedure for teaching composition where the context is restricted, i.e., in writing business letters and reports. Advantages include: ease of administration, no marking, immediate knowledge of results, feedback to teacher, adaptable scoring system, flexibility, opportunity for student correction, and…

Explores the efficacy of a behavioral remediation program for oral reading on oral reading errors and comprehension of four moderately mentally retarded children. Reveals a clear relationship between remediation and oral reading errors and proves that the remediation program was effective in reducing oral reading errors and increasing…

A framework is presented for applying error analysis of oral reading to decisions about placement and instruction. The focus is on assessment practices that rely on the stimulus material of daily instruction and that facilitate decision making on both what and how to teach reading. A case study illustrates application of the procedure. (JDD)

Discusses problems with correct verb use in the written work of students studying French. Examiners' reports indicate that the standard of verb use is declining, while the literature reveals that verb learning has inherent difficulties. The article critiques computer-assisted instruction and proposes a new approach. (23 references) (Author/CK)

The purpose of this paper is to examine the process of interlanguage development in Japanese adult learners of English as a Second Language (ESL) in acquisition-poor environments. A total of 353 subjects were divided into 9 groups based on their level of English proficiency and tested to determine: (1) what types of errors Japanese adult ESL…

This paper considers the place of one-to-one teacher/student oral reading interactions in reading instruction. Maintaining that there is an important function for such interactions in learning to read, the paper analyzes one learning process in these interactions--attention to errors--and argues that in oral reading instruction, attention to…

Three essays are presented that deal with phonetic correction and that are intended specifically for Anglophones. They deal with the following topics: (1) methods and processes useful in phonetic correction with students called "false intermediates"; (2) a synthesis and a methodology of methods of phonetic correction of the "French R" with…

In order to attempt to identify the linguistic difficulties of slow learners, errors made by two groups of English-speaking adults learning French as a second language were compared. The subjects of the two groups shared similar characteristics, with the exception of the amount of time required to cover the same linguistic material (Group 1: 17…