Proposes an error gravity/distribution factor to give a mathematically consistent evaluation method to error analysis. Such an approach assumes that "seriousness" of error is related to frequency of output and not to notions of degree of communicative difficulty. Distribution of error type is also taken into account. (PJM)

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)

A classification of a number of common errors in English pronunciation committed by Bengali learners. (RM)

Errors made by the foreign language learner are classified and discussed. (RM)

The problem of native-language interference in learning English is discussed, with particular examination of English consonants and their difficulties for Czech and Slovak speakers. (CHK)

The uses of error analysis in teaching English as a second language are discussed. Error analysis can pinpoint areas of difficulty for an individual or an entire class. Materials and methods to use in error analysis are detailed, and use of a card file to catalog errors is suggested. (CHK)

Conclusions reached by recent studies of errors of students learning a foreign or second language give weight to the argument that an error analysis hypothesis could be used as a criterion for preparation of instructional materials. Error analysis reveals the learning strategies and processes in language education. (CHK)

Error analysis has been presented as a means of "finding a shorter way" in the analysis of learners' difficulties in foreign languages. The alternative starts with a comparison of the native and foreign languages in order to predict such difficulties. The two types are complementary rather than mutually exclusive. (Author/MSE)

Presents study in which native-speaker teachers of English, Greek teachers of English, and English native-speakers who were not teachers judged seriousness of errors made by Greek-speaking students of English in their last year of high school. Results show native English speakers were more lenient than Greek teachers, and three groups differed in…

The limitations of both methods, and their practical applications, are discussed. (RM)

This paper discusses the relative importance of formal language correctness in the hierarchy of the teacher's values, objectives, and criteria of evaluation. (Author/CFM)

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

Types of errors Arabs make with definiteness are classified and the rate of occurrence of errors are counted. Sixteen three-hour college-level American history final examinations written by Arabic speakers were examined. (SW)

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…

The following error made by Sudanese students in their written English is discussed: giving the direct translation of relative pronoun plus personal pronoun from the Arabic pattern instead of the relative pronoun. The structure of the relative clause in English and Arabic is also compared. (SW)