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

Presents a method by which the student arrives inductively at a realization of the French vowel system. (Text is in French.) (AM)

Presents a methodology for dealing with grammatical mistakes made by African students for whom French is a second language and also the medium of instruction. (Text is in French.) (AM)

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)

Eleven language teachers were videotaped teaching the same lesson to determine how they treated students' errors. Analysis showed types of errors treated and treatments used were similar; grammar errors seemed less important than incorrect meaning. Suggested alternative treatments are based on the importance to learning of contrasts, redundancy…

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.…

At Grade 11 and above, it is necessary to determine what deficiencies exist in auditory and reading comprehension and in speaking and writing skills, and to take compensatory steps. Suggestions are given for French teaching. (Text is in German.) (IFS/WGA)

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

This paper begins with a discussion of the meaning and importance of error analysis in language teaching and learning. The practical implications of what error analysis is for the classroom teacher are discussed, along with several possible systems for classifying learner errors. The need for the language teacher to establish certain priorities in…

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)

This article explores the use of error analysis in foreign language instruction. (Text is in French.) (CLK)

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)

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)