Intended for teachers at all levels, but especially the junior high and high school levels, this book offers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. Chapters in the book are: (1) Grammar and the Teaching of Grammar: An Introduction; (2) Teaching Grammar: Reasons for, Evidence Against;…

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…

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

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)

Describes pilot project on effectiveness of proofreading exercises in English as a second language classes in reducing common student errors in use of tenses, concord, and spelling. Results show some improvement, but not as much as was hoped. (BK)

Defines basic writing as a kind of writing students produce as they learn. Examines techniques for error analysis, arguing for one technique in particular--the study of students' oral reconstructions of texts. (RL)

Discusses the ineffectiveness of one-phase marking, i.e. direct correction of errors by the teacher, and the effectiveness of two-phase marking in which the teacher makes the student aware of an error but does not indicate what the error is. (CFM)

Inexpensive spelling computers can give children entertaining practice, but students still need teachers who look for patterns in a child's spelling errors and teach accordingly. (Author)

Areas of contradiction and controversy over error analysis are discussed, and an interference error analysis project is described, giving a detailed definition of interference error. Several practical approaches to teaching out interference errors are outlined. (MSE)

Describes an experiment designed to determine which language errors interfere to the greatest degree with comprehension by native speakers of the language. For this purpose, an instructor prepared a list of most serious Spanish language errors which was submitted to native speakers for evaluation in terms of comprehension and acceptability. (MES)

Describes the problems Hindi students have with the indefinite article "a/an". They use one or the other dependent upon whether or not the following noun or adjective begins with an orthographic vowel, rather than a phonological one (producing "an European"). Suggestions for improvement using the students' native language are given. (PJM)

Examines the role of constructive feedback in adult foreign language error correction. Gives guidelines applying to written work and discusses indirect and direct correction treatments. While stressing the value of the former as an opportunity for discovery learning, favors a combination of the two as the most effective technique. (MES)

Intended for teachers involved in language arts instruction in kindergarten through grade six, this spelling program guide was developed to aid in improving spelling and the use of dictionaries. Following a statement of the goals of the spelling program, the sections cover the following program aspects: (1) textbooks and dictionaries; (2)…

Discusses the changes in foreign language instructional strategies regarding error avoidance and correction that have emerged from the emphasis on communicative competence. Considering this trend away from audiolingualism and consistent oral accuracy, urges teachers to reevaluate procedures for conducting class activities and correcting students'…

The syntactic distribution and behavior of five English and Persian "measure" nouns and their adjectives are compared. From this, errors attributable to transference and those due to inconsistencies in English are enumerated. A unified analytic model of Persian errors in learning English suggests useful teaching strategies. (PMJ)