An experiment was carried out to investigate errors in translation exercises done by French students studying English as a second language. A code was devised to rate errors as being: (1) lexical or grammatical, and (2) related to the signifier or the signified, with further subdivisions within these groups. While this method has the advantage…

Several types of narrative errors are discussed that were found in the course of an analysis of stories collected in casual settings from a number of American speakers in undirected conversation. The approach to the question of error correction is sociocultural; the emphasis is on the motivation for the error correction. This paper explores the…

This bibliography cites books, articles, and theses dealing with error analysis and remedial work in English language teaching. Entries include publications from a wide range of countries, and most have been published since 1965. (CLK)

Types of hierarchies of pronunciation difficulty are discussed, and a hierarchy based on contrastive analysis plus informal observation is proposed. This hierarchy is less one of initial difficulty than of error persistence. One feature of this hierarchy is that, because of lesser learner awareness and very limited functional load, errors…

This paper raises questions about the significance of errors made by language learners. The discussion is divided into four parts: (1) definition of error analysis, (2) the present status of error analysis research, including an overview of the theories of Lado, Skinner, Chomsky, Corder, Nemser, and Selinker; (3) the subdivisions of error analysis…

This paper proposes a broader and more rigorous approach to the analysis of errors produced by second language learners. As a supplement to longitudinal studies, a procedure called "lateralisation" is advocated as a way of providing the researcher with more data than is normally available through examination of learner text alone. In…

This is a discussion of another phase of bilingualism--structural difficulties in the target language of the student which impede his second language acquisition. The paper focuses on errors in learning English which do not derive from transfers from another language, and which cannot be predicted from contrastive analysis. These are intralingual…

This is the first volume in a report series on a Finnish-English contrastive project begun in 1974. The primary purpose of this bibliography is to provide up-to-date material on contrastive topics for Finnish students and teachers. It does not aim at being a complete list of materials in the field of contrastive studies, nor in the field of…

Presents one solution to the problem of eliciting, classifying, and measuring language learning errors in a longitudinal study, and, in addition, seeks to isloate particular difficulties of adult Iranian learners of English. (AM)

Examines teacher response to learner errors in composition, and proposes rules for coherent writing. (AM)

Discusses the reasons for the occurrence of spelling errors in the writing of a group of Arab learners of English. (Author/HP)

Two native and one non-native (Japanese) instructors of English-as-a-foreign-language (EFL) corrected free compositions written by a Japanese college graduate with a degree in English. Analysis of the corrections revealed marked differences in type and number, with the non-native speaker most frequently indicating difficulty with articles, word…

Examination of native English-speaking secondary school students' reactions to letters written in English by German students indicated that effective communication depends not only on a comprehensible message but also on the ability of the writer to sustain the reader's interest and sympathy. (CB)

A cost-effective, efficient strategy for informal assessment of learning-disabled students' writing samples utilizes an "Error Analysis Worksheet" which provides a written, documented record of the evaluation which can then be used to plan goals and objectives for writing instruction for the student. (CB)

A collection of gross errors in language usage can be used effectively for classroom practice in error analysis and can increase students' understanding of the conceptual and functional frameworks of language use by appealing to their sense of humor. (MSE)