Two experiments, a shadowing task and a mispronunciation-detection task, were performed to investigate the interactions between the data-driven primary speech perception process and the knowledge-driven word recognition process in the comprehension of continuous speech. Results are applied to an active direct access model of word recognition.…

Examines five causes of second language learning errors and presents ten tenets derived from error analysis studies. Teachers are encouraged to experiment with error analysis findings to determine the relative merits of the direct, or "old look," and the subtle, or "new look," approaches to error correction. (EJS)

Description of a research project testing the hypothesis that at a given level of language learning the same kinds of errors are made by native and non-native speakers. Conclusions are drawn from the analysis of errors made by native French children and non-French speaking children. (Text is in French.) (AMH)

Research on error analysis indicates that the learner develops an ordered system of language which is frequently erroneous, but which represents a transitional stage in his progress towards mastery. A brief analysis of some textbooks provides information about the selection and presentation of material to the learner. (SW)

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)

Teachers of English as a second language can try to help students build up a listening fluency so they can detect their own errors in English when it "sounds wrong." One procedure for this is explained; it involves learning discriminations through hypothesis testing of contrasts and providing immediate feedback. (CHK)

Reaction of the target language speaker to the second language learner's errors may play an important role in developing awareness of norms of correctness. A model for corrective feedback has been developed. Its use helps isolate ambiguities, highlights features of corrective interaction effective in eliciting correct performance. (CHK)

University-level foreign language courses do not usually prepare the future language teacher for the task of correcting students' work. Using student papers as an example, general questions on the subject of errors are discussed, and appropriate procedure is suggested. (IFS/WGA)

Certain concepts of redundancy at the phonological level are mistaken or misapplied. Three "fallacies" ("string of beads," vowel redundancy, and single error) of the nature of redundancy are explored. Although learners should be sensitized to other varieties of English, teachers should also provide a model of pronunciation that conforms to a…

A study of the acquisition of rules for the placement of the negative particle and some adverbs in Swedish generally supported the results of earlier studies on favorable contexts for the correct application of the placement rules, but also revealed that some errors may result from tendencies to emphasize semantics over syntax. (Author/CB)

Describes the system a writing teacher developed to keep track of student errors. (ARH)

Analysis and comparison of three independent transcriptions of the same speech sample collected from a hearing child with deaf parents resulted in two descriptions of the child's phonological system--one based on a liberal estimate and the other a conservative estimate of the potential error in the transcripts. (Author/CB)

Compares the spelling errors on the Wide Range Achievement Test II made by adults with an apparent autosomal dominant form of dyslexia to those made by their normal adult relatives and by spelling-age matched normal controls using a computerized error evaluation program. (HOD)

In a study of sign language interpretive skills, data provided evidence of a definite relationship between lag time and miscue occurrence. As the degree of temporal synchrony between the sign language message and the target language interpretation increased, so did the frequency of miscues. (CB)

Examines the development of intuitive theories of motion among college students and children between the ages of 4 and 12. School-aged children made more erroneous predictions on the path a ball takes upon exiting a curved tube than preschoolers, kindergarteners, and college students. Results related to the "growth error." (Author/BB)