Learner errors
- 1. LEARNER ERRORS Understanding mistakes in written language Learning a language involves becoming proficient in the four skills of speaking, listening, reading and writing. Mistakes are an inevitable part of this process and neither the teacher nor the student should become fixated on them. It is useful for both, however, to have an understanding of the variety of typical errors in written English, since these are the most amenable to correction. Written errors can be categorized as errors of mechanics, grammar and usage. Mechanical Errors Mechanical mistakes are those of orthography (spelling and capitalization) and punctuation. Everyone who writes in English makes such mistakes, whether native speaker or ESL student. In many cases mechanical errors are the consequence of quick writing where the focus is on the content rather than the form. Although English spelling is difficult, it is possible with diligent use of a dictionary and/or computer spellcheck for every writer to eradicate all or almost all of the spelling mistakes in a piece of writing. As far as punctuation is concerned, there are a very few occasions when a non-native speaker is more prone to make a mistake than a native speaker (for example, the German student who puts a comma before the subordinate clause in reported speech.*) The most common punctuation mistakes, however, arise when the student does not correctly end a sentence (producing either a fragment or a run-on.) These are typical of immature writers who do not understand the concept of a sentence, and are neither more nor less likely to be found in an ESL student's work. Mechanical errors seldom interfere with comprehension, but can reflect negatively on the writer, particularly in formal/academic settings. Mainstream teachers can be sure that ESL teachers will have identified students who make a large number of mechanical errors and will be working with those students to rectify the problem. Mainstream teachers
- 2. are probably best advised not to make a big issue of general mechanical errors but it is not unreasonable for them to insist on the correct spelling of the key subject-specific words that are currently being learned by the whole class - photosynthesis, deforestation, hypothesis, etc. These words will no doubt have been written on the board and will appear in class and homework worksheets. * "Reagan said, that the USSR was an evil empire." Grammar mistakes rarely occur in native speakers' writing but very commonly do in the work of less proficient ESL students, whose mother- tongue "interferes" with the production of correct English*. ESL students make numerous mistakes in the use of verbs (for example, incorrect tense choice, incorrect tense form), the articles (a/an, the - particularly Asian students in whose languages these words do not exist), and word order. * A typical interference mistake of a German learner of English is: "I am here since 2 weeks" instead of "I have been here for two weeks". A further example is: "I tell you tomorrow" instead of "I'll tell you tomorrow." Grammar Errors Grammar mistakes in writing occasionally disrupt comprehension, but usually they do not. The student who writes "I putted beaker on tripod", for example, will have conveyed his meaning perfectly intelligibly. Since there is no clear evidence that ESL students benefit from correction of grammar mistakes, even in contexts where the explicit focus of the teaching is grammar, the mainstream teacher is advised not to make a big fuss about such mistakes in pieces of science or history homework, etc. Such mistakes will disappear as the learner's interlanguage (implicit grammar system) begins to approximate the intuitive grammatical knowledge of a native speaker. On the other hand, there is no reason why it could not be made clear to ESL students who are writing an account of a historical event, for
- 3. example, that they are expected to write verbs in the past simple tense, and mistakes in this aspect of their homework will be identified. Usage Error Usage mistakes A usage mistake is a word or a string of words in a sentence that is grammatically possible*, but not usual in standard English. Hence native speakers rarely make usage mistakes, but ESL students very often do. Such mistakes frequently occur in ESL students' work when they look up a word in their own language and select the wrong English equivalent for the meaning they wish to express. Conversely, failure to use the dictionary can result in the false friends usage mistake. For example, kontollieren in German means to check (over), so the following problem in the German student's writing is not surprising: "It is important to control (i.e. check) the results carefully." Faulty usage in larger passages of writing is often the consequence of the attempt to render word-for-word into English the mental or written version that the ESL student has in the native tongue. It is such mistakes in an ESL student's work that can make it difficult to understand what meaning is being conveyed. Usage mistakes, like grammar mistakes, are not particularly susceptible to eradication by direct correction. And like grammar mistakes they will eventually disappear, particularly if the student reads extensively in English. However, the mainstream teacher is advised to alert an ESL student to usage mistakes in the way he or she conveys a meaning that is common or integral to the subject. For example: "The dictator was thrown over (overthrown) in a people's revolt Of course, a student may turn in a piece of written work that contains no mistakes of mechanics, grammar or usage, but is a long way from meriting a good grade. This is usually because the student has not understood or complied with the writing task, has given no thought to organization and structure, has made no effort to string sentences together in a coherent way, has plagiarized, and so on.
- 4. Most mistakes of mechanics, grammar and usage will disappear automatically as the ESL student becomes more proficient in English, so mainstream teachers need not focus too much attention on them. However, it is a primary task of the mainstream teacher to help ESL students (indeed all students) to improve in the more fundamental aspects of writing well, as listed in the previous paragraph. This applies particularly to subject-specific genres such as lab reports, persuasive essays, critical assessments of historical figures, etc. The Eleven Most Common Errors in Student Writing 1.John felt badly when he received a low grade on the final examination. Adjective/adverb confusion -The statement means the mechanism that allows you to feel is broken. -feel, smell, taste—the word following these verbs describes the subject ( a noun or pronoun), not the verb. -“Badly” here refers to the verb “felt,” which implies that John’s ability to feel is impaired. Corrected version: John felt bad when he received a low grade on the final examination. 2. There are no secrets between Mary and I. Pronoun case -Mary and me—me is the object of the preposition between; prepositions are followed by the object form of pronouns -You should be able to take out the words “Mary and” and still be able to read the sentence. -Cut out the name; would you use I or me? Corrected version: There are no secrets between Mary and me.
- 5. 3.One of the many students who come from the Scandinavian countries are enrolled in my composition class. Subject-verb agreement -One is singular; are is plural. -A singular subject (one) should be followed by a singular verb (is, not are) -Prepositional phrases (of the many students) are not an important part of the sentence when looking at verb agreement; the main idea (S + V) is One is enrolled. Corrected version: One of the many students who come from the Scandinavian countries is enrolled in my composition class. 4. Trygve can’t hardly get out of bed for his 8:00 class. Double negative --two negatives in a row—can’t hardly -“Hardly” is already negative—either He can hardly or He can’t. -The sentence literally (or mathematically) means that Trygve can easily get out of bed; two negatives = a positive Corrected version: Trygve can hardly get out of bed for his 8:00 class. 5.Entering the bakery, the smell of fresh pastries and coffee overwhelmed her. Dangling construction -It sounds like “the smell of fresh pastries and coffee” is “entering the bakery.” -As a reader, I am unclear as to what was entering the bakery—a woman or a smell?
- 6. -The actor of the sentence must be at the beginning of the independent clause. Corrected version: Entering the bakery, she was overwhelmed by the smell of fresh pastries and coffee. 6.In Strindberg’s Miss Julie an aristocratic woman pays a nighttime visit to the servants’ quarters and slept with the family valet. Verb tense shift -Pick a verb tense and stick with it; present tense is the standard for writing about literature. -Avoid verb tense changes—The woman pays/ The woman sleeps. -Verb tenses should stay consistent within a sentence. Corrected version: In Strindberg’s Miss Julie an aristocratic woman pays a nighttime visit to the servants’ quarters and sleeps with the family valet. 7.The Senator voted for the health care bill to the delight of the opposition. Although he had to admit that there were certain provisions with which he disagreed. Sentence fragment -Although indicates that the segment following should be joined to the main clause. -Things that sound like afterthoughts or additions are rarely complete sentences. -These two ideas can be combined to form one complex sentence; otherwise, the second clause is a fragment. Corrected version: The Senator voted for the health care bill to the delight of the opposition although he had to admit there were certain provisions with which he disagreed.
- 7. 8.Dairy farmers should of received a larger subsidy from the Federal government because of the increased cost of operation. Wrong verb form -This sentence should read “should have” because “of” is a phonetic way of saying “have” in spoken English. -Should’ve = should have -“Of” is a preposition while “should have” is a helping or auxiliary verb. Corrected version: Dairy farmers should have received a larger subsidy from the Federal government because of the increased cost of operation. 9.Anne rode her bicycle to the meeting in the -40 temperatures, everyone else either drove or stayed home Comma splice -A comma doesn’t correctly join two sentences (or two independent clauses). -You have two complete sentences here; use a semi-colon or a period rather than a comma. -There is no putting two sentences together with just a comma. Corrected version: Anne rode her bicycle to the meting in the - 40 temperatures; everyone else either drove or stayed home. 10.Warren and Alice spent at least $5000 on their Hawaiian vacation the trip could have been less expensive if they had stayed at hotels away from the beach. Run-on sentence -A new subject and a new verb after “vacation” – a new sentence -There are two complete sentences here not separated by punctuation.
- 8. -This sentence contains two complete thoughts without the necessary punctuation. Corrected version: Warren and Alice spent at least $5000 on their Hawaiian vacation; the trip could have been less expensive if they had stayed at hotels away from the beach. 11. Ellen quit her job not only because of the long commute but also because she did not respect her supervisor. (Lack of) Parallel construction -If you want to use not only … but also, the word group following each part (phrase or clause) must be parallel in construction. -Because + Prepositional phrase is grammatically different from because + S + V. -Match the form of items joined by coordinating conjunctions or phrases. Corrected version: Ellen quit her job not only because she had a long commute but also because she did not respect her supervisor. Reference https://www.uaf.edu/english/writing-center/common-errors.php http://esl.fis.edu/teachers/support/mistakes.htm