Maintains that measuring syntactic error alone is inadequate and that syntactic maturity should also be considered. Discusses ways of measuring syntactic maturity in spoken English of nonnative speakers and examines the relationship of syntactic error to syntactic maturity. (EKN)

The French pronunciation of 88 first-year German university students having studies French at grammar school for five years was analysed and compared with results of contrastive analysis. The composition of error categories according to contrastive features was confirmed by factor analysis. (Text is in German.) (Author)

The position here is that error analysis is inadequate, particularly from the language-teaching point of view. Non-errors must be considered in specifying the learner's current command of the language, its limits, and his learning tasks. A cyclic procedure of elicitation and analysis, to secure evidence of errors and non-errors, is outlined.…

Revised version of a paper presented at the Seminar on English Teaching in Iran, Tehran, April 1971. (DD)

Supports and expands upon S. P. Corder's theory that all the utterances of a language learner are well-formed and appropriate. (PMP)

An examination of the effectiveness of EA, CA, and students' perception of difficulty in predicting and explaining language learning difficulties. (RM)

The interlanguage hypothesis, as it accounts for some of the problems and complexities inherent in second language learning, is described. This approach is compared with the strong version of the contrastive analysis hypothesis. Strengths and weaknesses of the interlanguage hypothesis are examined. (Author/RM)

Presents the results of a study of the errors made on essays by Moroccan students of English as a second language. The average number of grammatical errors was 10.62 per paper and the most frequent errors were related to tense, prepositions, articles, form, and concord. (SED)

Lists and discusses certain recurrent errors made by adult Arab students of English literature at the university level. The errors were produced spontaneously in free writing and not through mechanical drills or isolated occurrences of sentences, so they reflect the learner's competence in English. (SED)

Discusses the results of an error analysis of 100 English compositions written by university students in Iran. It is suggested that mistakes are not primarily due to interference from the native language, but to developmental errors, similar to errors made in first language acquisition. (Author/AMH)

Discusses the literature on interference as the cause of errors in second language speech. A study is reported which shows that interference by the native language is most often the factor responsible for the largest number of mistakes in grammar and vocabulary. (Author/AMH)