2.3 Correcting errors in written speech

There is the following list of error correction and recommendations in the written speech:

1. Distinguishing between serious and minor errors may be a good guide in choosing what to correct.

2. Prioritizing what one is correcting and grading. One shouldn’t focus only on grammar because pupils start to think that grammar is the only thing that counts in writing. Most teachers react primarily to surface errors, treating the composition as if it is a series of separate sentences or even clauses, rather than as a whole unit of discourse.

3. It is a good idea to distinguish between writers who have tried and who have not. Presentation, obvious spelling, punctuation, and capitalization mistakes may be there because the student did not bother to edit and proofread her own paper. Ask the pupil to edit it before you check the assignment.

4. Lower level learners particularly will have trouble with finding the appropriate word and they need more modeling. Provide correct vocabulary choices. Most of the time word choice is idiomatic or conventionally agreed upon and it is difficult for the learners to come up with the correct or appropriate word even if they consult the dictionary.

5. When correcting prepositions, a very common error in the writing of learners of English, it is a good idea to provide the correct preposition if it is introduced the first time. For recurrent errors, indicating wrong preposition use and expecting the learners to self-correct would be a good idea.

6. Teachers should use consistent and standardized methods to indicate to their pupils the type and place of errors. Correction legends, lists of symbols often prove useful if the teacher first trains her pupils on their meaning and what is expected from the pupils when a certain symbol is used.

7. Written comments on content should be consistent. Teachers must use a set of clear and direct comments and questions, and also should familiarize pupils with these comments. These comments must address the strategies required to improve the essay and not just indicate what the teacher found lacking or interesting. It has been reported that without training, students just tend to ignore written comments on their essays.

8. Lower level learners have been found to benefit from more direct correction rather than indirect correction in which symbols are used or the place of error has been indicated. Another thing that has to be kept in mind in teaching beginning level pupils is, because the students are struggling with both linguistic structure and writing conventions, the teacher has to stress different things at different times. When the learners are making so many mistakes, it may be futile for the teacher to try to correct every error on the paper: it will be a waste of both time and effort for the teacher and very discouraging and unmanageable for the pupil. Sometimes the teacher should wait for the pupils to reach some fluency, then stress correctness.

9. It has been found that pupils who receive feedback and self-correct their mistakes during revision are more likely to develop their linguistic competence than those who receive no feedback and those who are not asked to do re-writes. Therefore, revision in the form of re-writes is a must if we want any improvement.

10. Conferencing is a particularly useful technique to show the learners the errors in their papers. Pupils can directly ask the teacher questions on the issues they have trouble with. At the same time the teacher may check the pupils’ meaning and understanding. [18; 57-60]

Learners who wish to write well need help in understanding and avoiding mistakes in their writing. There are 4 main types of mistake in written language: spelling, punctuation, grammar and usage.

Spelling mistakes: English spelling is irregular and even many native-speaker adults have difficulties with it. Spelling mistakes do not usually prevent the reader from understanding what the writer is trying to say, but they can create a negative impression. For this reason it is advisable to try to remove them from important pieces of writing. Probably, the best way is to write on the computer and use a spell check. Diligent use of a dictionary is a good alternative. For high stakes writing, e.g. job applications, the piece should be given to a teacher to check over.

Extensive reading in English is a very good way in the longer term to learn English spelling patterns, so that mistakes are less likely.

Punctuation mistakes: Learners need to learn certain aspects of the English punctuation system, such as the way to punctuate direct speech. In general, however, the most serious of punctuation mistakes are made not only by learners, but by native speakers too. These mistakes are due to the lack of a clear understanding of what a sentence is, and they result in fragments or run-ons.

Punctuation mistakes can often be spotted if the pupil reads the writing aloud. If a natural pause in the reading does not correspond with, say, a comma or a full-stop in the written text, then it is likely that the punctuation is faulty. Important writing should be given to a competent native-speaker to check.

Extensive reading, especially of non-fiction, both in English and the mother tongue, will help pupils understand the concept of the sentence as the basis of good writing.

Grammar mistakes are the next type of error commonly made by learners. For example, learners often do not choose the correct English verb tense for expressing an idea or do not use it in its correct form. They may fail to use the articles correctly, or place words in the wrong order in a sentence.

Some grammar mistakes are easy for learners to correct themselves, particularly if they read their writing aloud. Other grammar mistakes are not easy to find, however, because the learner simply does not yet know the correct way to express an idea in English. Looking in a grammar book will not often help in such circumstances - the best thing to do is to ask a native speaker to check the writing.

In the long term most grammar mistakes will disappear by themselves, particularly if the learner does extensive reading in English.

Usage mistakes are the final type of error often seen in learners' writing. A usage mistake does not break a grammar "rule", but is a word or string of words that a native speaker would never use to express the particular meaning that the pupil is trying to convey.

Usage mistakes can often be more of a problem to the reader than grammar mistakes. The learners who writes My mother don't speak English will be understood. On the other hand, the pupil who writes in a journal My mother has an arrangement with her operator today will not be understood to mean that his mother has an appointment with her surgeon.

It is usage problems rather than grammar problems in extended pieces of writing that immediately identify even the most proficient of learners as non-native speakers. Once again, the short-term solution to usage problems is to ask a native speaker to check the work; and the long term solution is to do lots of reading in English.

Learners should understand that the type of writing mistakes listed above are not the only problems to worry about in a piece of written work. In fact, there are aspects of writing that are much more important than the presence of small mistakes of spelling, grammar or usage.

These steps outline the writing process and give advice in how to become a better writer. This advice should be followed by all pupils, not just Kazakh learners, who want to write well. [17; 329-334]

Here is a list of 9 common writing mistakes and recommendations how to avoid them.

1) Its versus It’s. The incorrect use of an apostrophe can cause confusion or make the pupil appear to be a sloppy writer. He should remember, that in the case of “its” versus “it’s,” the apostrophe is a conjunction, the mark taking the place of the “i” in the word “is” or “ha” in the word “has.” The word “its” grants possessiveness. For example: “It had the bird in its teeth.”

If he is confused about whether the right word is “it’s” or “its,” he should simply replace the apostrophe with “is” or “has” and choose the one that makes sense.

2) Spell-Check: friend and foe. Spell-check is a marvelous invention, but the learners should remember that a human eye is usually necessary to avoid unintended meanings. As humorist Dave Barry points out, spell-check would say “A-okay!” to the following: “Deer Mr. Stromple: It was a grate pleasure to meat you’re staff and the undersigned look foreword too sea you soon inn the near future.” Whoops!

3) Their, they’re, and there. An easily overlooked mistake is the misuse of the words “their,” “they’re,” and “there.”

“Their” is a pronoun: “Their vacation home is in Jamaica."

“They’re” is a contraction of the words “they” and “are”: “They’re on their way home.”

The trickiest word is “there” because it can be an adverb, pronoun, noun, or interjection. Examples: “She is from there originally” (pronoun); “You can take it from there, Watson!” (noun). “There! I am done with it!” (interjection).

4) Dates and numerals. Learners is to be careful when spelling out dates and numerals. It is proper to write “November 11, 2007” or “42nd Street.” When writing dialogue, however, it is usually best to write the numeral out, as in, “Yesterday, I turned eighteen.”

A very common error in punctuating dates is to grant possessiveness to a time period. For example: “Disco was the music of the 1970s,” not “Disco was the music of the 1970’s.” In this case, it is expressed a plural idea, not a possessive one.

5) Don’t add unnecessary words. Make your writing work, not your reader! Don’t use several words to do the job of a single one. For example, the phrase “at the present time” should be changed to “now.” The phrase “in the immediate future” should be shortened to “soon.” And “for the reason that” is much more clear when you simply write “because.”

6) Word order clear. While you may know exactly what you mean, your reader might be left scratching his or her head. If learners write, “Mom wanted to take me to the movies with Charlotte, but she was too busy,” it is not clear who was too busy...Mom or Charlotte?

7) Pretentiousness. Simply your sentences whenever possible. If you attempt to sound grand, chances are you’ll just come off as pompous. Which sounds better? “The blazing solar orb slipped beneath the arboreal vista” or “The sun sank below the trees”?

8) Leave out the clichés. Clichés are words or phrases that are so overused that they are no longer powerful. Whenever one finds examples of the following clichés in his writing, he must delete them immediately:

“blessing in disguise”

“boggles the mind”

“dead as a doornail”

“each and every”

“fierce fighting”

“in this day and age”

“in today’s society”

“tip of the iceberg”

9)The 25-word rule. There should be 25 words per sentence. Beyond this point, the reader will probably become distracted and the ideas might seem convoluted. Though one may sometimes ignore this rule, typically one will find that longer sentences can be separated or condensed.

Many people have problems with comma usage. Even people who don't know what a “comma splice” is have heard of one! However, many people use commas when they shouldn’t, or they forget to use commas in “subordinate” clauses. An easy rule of thumb: Any time a writer begins a sentence with the words “as,” “if,” or “when,” one will know that he’ll needs a comma where one would normally pause in speech.

Examples:

"When I sit down to write, I need peace and quiet."

"As he sat on the couch to watch television, the phone rang."

"If you go outside, take your umbrella."

Incorrect: We have hundreds of pages of reading to do, it will be impossible to finish it all before the exam.

Correct: We have hundreds of pages of reading to do; it will be impossible to finish it all before the exam.

Comma-spliced sentence is to be divided into smaller sentences, replacing the erroneous comma with appropriate ending punctuation.

Incorrect: She wished she had some ice cream and because it was raining, she asked her roommate to drive her to the store, but she refused.

Correct: She wished she had some ice cream. Because it was raining, she asked her roommate to drive her to the store, but she refused.

Coordinating conjunction is to be inserted after the comma. In case one doesn't know what a coordinating conjunction is, here's a list: and, but, so, or, nor, for, yet. Then is not a coordinating conjunction.

Incorrect: I tried to clean the house, I gave up and watched soap operas instead.

Correct: I tried to clean the house, but I gave up and watched soap operas instead.

Incorrect: I repaired all the structural errors in my paper, then I turned it in.

Correct: I repaired all the structural errors in my paper, and then I turned it in.

Correct: I repaired all the structural errors in my paper. Then I turned it in.

Instead of a using a comma alone to separate the independent clauses, one should rearrange the sentence into the following format: These are some of the most common (though there are certainly more): however, moreover, consequently, for instance, therefore, nevertheless.

Incorrect: They wanted to start a band, none of them knew how to sing.

Correct: They wanted to start a band; however, none of them knew how to sing.

Incorrect: Semicolons are my favorite kind of punctuation, they work especially well with conjunctive adverbs.

Correct: Semicolons are my favorite kind of punctuation; moreover, they work especially well with conjunctive adverbs.

A sentence fragment is a group of words masquerading as a complete sentence. Sentence fragments, as incomplete sentences, can confuse your reader or make your meaning unclear. For example, the following passage contains two sentence fragments: I learned about sentence structure.

The common mistakes.

The best ways to correct them.

Commas sometimes, but not always, reflect a natural pause in speech. Introductory phrases cause this pause. Some words that begin introductory phrases include the above words, as well as these: although, while, even though, since, and other similar words. Instructors appreciate a writer's attention to detail. Sometimes if a writer becomes aware of common mistakes, he will recognize those errors and make them less frequently. The key is to keep trying.

Making an effort to understand is not sufficient; success in understanding is also necessary. Once again the complexities of grammar, the limits of pupils' knowledge, assorted distractions, and the pupil's own feelings can all get in the way. And a shallow understanding is not sufficient. In order for a correction to be useful, the pupil must understand the point well enough to be able to deal with it in a variety of contexts, beyond the one in which the correction occurred. Efforts to understand are further complicated by the fact that the corrections are fleeting - there is no written record, unless pupils are serious enough to take the time and effort to make a record. For the rare cases in which this occurs, the problems of maintaining a communicative focus are exacerbated.

A pupil who understands a correction must also be willing to accept it. The teacher's authority will go some way toward securing this acceptance, but it may fall short if the point conflicts with the pupil's intuitions, or if the student remembers previous teaching or experience that seems to contradict what the current teacher is now saying. Pupils may also feel some resistance to the experience of being corrected. People in general do not enjoy being told that they are wrong; for pupils who must constantly deal with public correction, the experience can be quite distressing.

Even if all of the above problems are overcome, the correction may still have little or no value because of the final, most important, problem. If a correction is to have a long-term impact on the learner's use of language, the information it conveys must be incorporated in the developing interlanguage, making possible its accurate, automatic use in the future. The alternative is for the learner to consciously note and control each future use of that information, a strategy that might have some value for a very small number of relatively simple grammar points but cannot possibly serve as a general basis for competent speech. But large questions arise as to how - and whether - incorporation of corrections occurs.

A common feeling among advocates of correction is that for a given instance to be incorporated the pupil must not only notice and understand it, but also deliberately rehearse it and make use of it. Execution of this requirement runs into all the problems discussed above. Another requirement frequently mentioned is learner readiness - the pupil must be at a stage that is suitable for the particular point that is being corrected. As noted above, this condition is usually not met.

Even when this and all the other conditions are satisfied, however, the outcome is highly uncertain. The incorporation process is so poorly understood that one cannot say with any confidence how - or whether - explicitly acquired knowledge is incorporated. One viable position is that it is not possible at all, that the development of interlanguage grammar is one thing and the knowledge acquired through methods such as correction is another and that the two do not meet. This position is quite defensible, both theoretically and empirically.

But this strong view is not a necessary condition for doubts about the incorporation of corrections. One might also take a weaker view, that explicitly acquired knowledge can be incorporated but that the process is difficult and perhaps requires special circumstances, or can only occur with certain types of grammatical knowledge. The conclusion that correction is important to learning follows only from strong views of another sort, namely from theories claiming a relatively simple and routine incorporation of explicitly acquired knowledge. [19; 86-88]

In written works the teacher can use the following proofeading symbols and proofreading abbreviations.

Sp= spelling error

= indent this line

¶= begin a new paragraph here

|= divide letters or words

? = I'm not sure what you mean.

= check the agreement

SC= sentence combining error (fragment or run-on)

^= add something here

= change to capital or lowercase

= take out the space

~= change the order of the words or letters

• = take this out

= general error (check for error in singular/plural number, word choice, or tense)

OR = move this here

When the teacher returns a writing assignment to pupil, he will probably see some of the correction symbols listed below on it. Before he rewrite his paper, he need to know what these symbols mean.

Pupil need to find each symbol that his teacher has written on his paper in the list below. Then he need to read the information that follows the symbol. If there is something you don’t understand after you have done this, ask for help from his tutor, your English-speaking friend, or his teacher.

This page (Correction Symbols One) contains the symbols that do not begin with a letter. Those which begin with a letter are on another page (Correction Symbols Two).If pupil print this page, a few of the correction symbols may not print correctly. Pupil should compare the printed copy with what he see on his computer screen.

Example sentences which are not correct are preceded by an asterisk (*).

#

Number: In most academic but non-technical writing, words are used for numbers that can be expressed in one or two words (for example, twenty-five), but numerals are used for other numbers (for example, 17,213,458). 

1wd

One Word: These “words” should be written as one word. 

2wds

Two Words: This “word” should be written as two words. 

¶

Paragraph: You should begin a new paragraph here. See The Paragraph. A paragraph is a group of related sentences. Here are two basic rules about the appearance of a paragraph: ¶1 The first line of every paragraph should be indented about one inch (or five spaces). ¶2 When a sentence ends in the middle of a line, the next sentence should begin on the same line. Leave empty space at the end of a line only when the next sentence begins a new paragraph. 

¶quo

Paragraph/Quotation: When writing quoted speech, begin a new paragraph each time the speaker changes. 

¶u

Paragraph Unity: Every sentence in a paragraph should be related to one main idea. In academic writing, the main idea is usually expressed in atopic sentence (main idea sentence). Sometimes, the main idea is implied but not actually stated in a topic sentence. See The Paragraph. ¶u1 This paragraph needs a topic sentence. A topic sentence is usually placed at or near the beginning of the paragraph. ¶u2 This paragraph contains information that is not related to the main idea. Information that is not related to the main idea should be deleted or placed in a different paragraph. 

( )

Correct but Unnecessary: Words in parentheses are correct but are not necessary. You should delete them unless you have a good reason (for example, emphasis) for including them.

Sentence Errors

frag

incomplete sentence: verb, subject, or complete thought missing. Will probably adopt the proposal

fused

compound sentence with no punctuation between main clauses. The foreperson will allot two weeks to the project then she/he wants an on-site inspection

comma splice

compound sentence incorrectly punctuated with a comma and without a conjunction. The foreperson will allot two weeks to the project, then she/he wants an on-site inspection

m cons

mixed construction: two or more phrases masquerading as a complete sentence. By fastening the catch will make the product safe to use. The reason radwaste cannot be easily transported is because it is highly volatile

mm

misplaced modifier: an adjective or adverb too far removed from the word or phrase it describes. Johnston and Perry studied the thermo-mechanical reliability of plastics working under a grant from AmCom Cooperative 

dm

dangling modifier: the word the adjective or adverb describes is absent from the sentence. Water was finally reached at 435 feet, drilling at a forty-five degree angle . (The person doing the drilling is absent)

//

not parallel: series of items begins with different parts of speech. The proposal was brief, imaginative and cost too much

Word errors

sv agr

subject-verb agreement: the subject and verb do not agree in number. Engineering politics provide the basis for her investigation

p agr

pronoun-antecedent agreement: the noun and pronoun do not agree in gender and/or number. Langston's architectural group is known for their innovative designs

ref

vague pronoun reference: the pronoun refers either to a nonexistent or the incorrect antecedent. Sparrow hawks prey on small birds and insects. They are abundant in England. (The hawks, the birds, or the insects?)

ca

pronoun case: the type of pronoun has been used incorrectly. The engineers are better workers than us

cf

frequently misused word: the word is used incorrectly because it has been confused with another word that it either looks or sounds like. The principle risk posed by logging is destruction of wildlife habitats

ww

wrong word: the word is defined incorrectly or spelled incorrectly resulting in a different word from the one intended. Cacti grow in the desser .

wordy

wordiness: using unnecessary words and/or phrases that lengthen the sentence without contributing to its meaning. She was terminated due to the fact that she failed the drug test.

trans

transition: start of paragraph has no transitional marker. Examples of markers include numbers (first, second, third),phrases (on the other hand, in comparison, as a result)

red

redundancy: the same idea has been stated twice. My education and work experience make me a valuable asset to your corporation.

rep

repetitious: a word or phrase has been used too many times in the report. The general consensus was that the chancellor had generally exceeded his authority

pv

passive voice: the sentence is written in the passive voice when the active voice would be more appropriate. I will complete the report by Dec. 10. The report will be submitted on Dec. 11

shift /t

shift in tense: unnecessary change of tense: more than one tense is used in a report without a logical reason for the change. Each accountant keeps up-to-date records so that she had needed data.

shift /p

shift in person: unnecessary change of person: the report changes from one person to another for no logical reason. The pupils signed up for Math 204 because you can con the instructor

shift /v

shift in voice: unnecessary change of voice: a sentence is written in both the active and passive voice. A portion of the instructions was ambiguous, so they were not followed by the assemblers (the first clause is in the active voice, the second in the passive voice)

shift /m

shift in mood: unnecessary change from statement to command or question. The participants meet in the lobby; don't leave the hotel before the sponsors arrive (the first clause is a statement, the second, a command

vt

verb tense: the tense used is incorrect in form. The participants had went in alphabetical order

Punctuation errors

div

division: dividing a word in the wrong place. A-nap-hy-lac-tic.

lc

lower case: the word should not be capitalized. Mr.Brooks Left early today.

cap

capitalization: the word should be capitalized. He left early yesterday , too.

^

caret: an editing symbol that show where words or phrases should be added to the sentence.

paragraph: a new paragraph should or should not begin here

~

reverse: reverse the order of the two letters so the word is spelled correctly.

sp

misspelled word : the word is spelled incorrectly. Emphrasis

del

delete: remove the word, phrase, sentence or paragraph from the report.

The errors will often be surrounded by brackets.

Conclusion

Development in English Language teaching has seen a show in focus from teaching individual components such as reading, writing, speaking, and grammar toward teaching these components integratively as they are being used in daily communication. This change in methodological approach subsequently affects the way teachers perceive learners' errors in writing. Teachers no longer view errors only as those which affect discreet grammatical, lexical, or structural items, but also as errors, that affect the discourse of a written text. In other words, teachers today are also concerned about a particular piece of writing communicating effectively and meaningfully by means of its coherence and its conforming to the expectations of its prospective readers.

The experience in teaching writing to pupils at the school shows that incoherence is a recurring problem in the pupils writing and can be a major obstacle to their success in writing classes. Unfortunately, unlike grammatical errors which can be easi­ly corrected, errors in coherence are often more difficult to handle as they involve a chunk of units, such as a series of sentences or paragraphs. Because of the difficulties in correcting errors, pupils sometimes do not get sufficient insight into their errors. Teach­ers find it impractical to correct the whole erroneous section.

This paper is initiated also because of the need for pupils to be made aware of and to understand what coherence is in their writing. Although initially understanding coherence is self-exploration, it will be beneficial to other teachers who encounter similar problems in teaching writing. This paper is based on the convictions that coherence is an area that deserves attention, for problems can easily arise from coherence or cohesion either in read­ing or writing.

We present many definitions of “error” made so far and there seems to be no consensus on a single definition. Researchers have rightly become aware of the importance of speaking context, the intention of the teacher and student and the prior learning of the pupils in the process of deciding what an error is. Therefore, researchers dealing with error treatment have chosen the definition applying to their own research context. Another term in need of clarification is “uptake” that refers to different types of pupils’ responses following the feedback, including responses with repair of the non-target items as well as utterances still in need of repair . The correction may come from the pupil, a peer or the teacher.

In this work we present the following reasons why do pupils make mistakes: false friend, Interlanguage, native language, interference, overgeneralization, fossilization, developmental error.

Er­rors fall into four main categories: omis­sion of some required element; addition of some unnecessary or incorrect ele­ment; selection of an incorrect element; and misordering of elements. In this work there are four major categories of errors for the purpose of classroom error correction. There are: grammatical (morpho-syntactic) errors, discourse errors, phonologically-induced errors, lexical errors.

The aim of the research is to examine the errors of pupils in the process of their foreign language acquisition.

In presenting a correction, teachers must also be concerned with what the pupil can and cannot understand. Pupils have limited knowledge of grammar, so even when the teacher fully understands an error and presents what would seem to be a clear correction, the correction may fail because the pupil does not understand it. Even when the pupil does understand, this understanding may not extend beyond the particular context in which the correction occurred. The complexity of grammar often makes such generalization difficult. Presenting corrections in a way that overcomes these problems is challenging, to say the least.

The teacher must also deal with the question of whom the correction is aimed at. One pupil made the error, but others will hear the correction. A correction designed for one particular pupil may be quite inappropriate for the others. On the other hand, a correction designed to benefit the group as a whole may not be appropriate for the pupil who actually made the mistake. There are different approaches in error correction. There are: audio-lingualism, cognitive code-learning, communicative approach, monitor theory, humanistic methodologies, skill theory.

The recommendation not to correct a learner during fluent speech is in principle a valid one, but perhaps an over-simplification. There can be places where to refrain from providing an acceptable form where the speaker is obviously uneasy or 'floundering' can actually be demoralizing, and gentle, supportive intervention can help.

Oral corrections are usually provided directly by the teacher; but they may also be elicited from the learner, who made the mistake in the first place, or by another member of the class. Corrections may or may not include a clarification of why the mistake was made, and may or may not require re-production of the acceptable form by the learner.

Each of us must find, experiment with, and then choose the methods that work best for our pupils. The following are a few sugges­tions: sign language, speaking, eavesdropping.

fishbowl, finger coding, switcheroo, sign language ,silent way style, caught on tape.

To reduce the problems, teachers might use delayed correction, recording pupils' speech or taking notes during class and then presenting them to students outside of normal class activities. One drawback of this approach is that it removes the error from its context, thereby reducing the relevance of the correction. More importantly, it makes the process very similar to written correction, the ineffectiveness of which has been reasonably well established .

Peer correction of first drafts may in­clude underlining any problems, adding written comments at the end of an essay about clarity, or suggesting improvements (depending on level of class). This may also be followed by pair discussion about mistakes found. This works well as a pre­liminary to first draft self-editing by the pupils. This can be done in pairs work­ing on one individual's paper, in pairs working on a pair-written paper, or indi­vidually working on an individual's paper.

Variety is the spice of life, and neces­sity is the mother of invention. Proverbs are cliches, but we all know them because they ring true. Different correction meth­ods may be appropriate for different pupil groups and in varying circumstances.

Bibliography:

1. Corder S.P. ‘The significance of learner’s errors’. International Review of Applied Linguistics. 1967.

2. Corder S.P. “Error Analysis and Interlanguage”. Oxford: Oxford University Press. 1981.

3. English Teaching Forum. October/July. 1996.

4. Lopez M. “Presentation on Error Correction”. 1996.

5. Claire, and Hartford. “Error Analysis and Language Testing: Interdisciplinary Working Papers in Language Science”. University of Louisville, 1976.

6. Krashen S. “Principles and Practice in Second Language Acquisition”. New York: Prentice-Hall. 1982.

7. Larsen- Freeman D. and Long M. “An Introduction to Second Language Acquisition Research”. New York: Longman Inc. 1994.

8. English Teaching Forum. Apr-Jun. 1998.

9. English Teaching Forum. July. 1995.

10.Bartram M. and Waltron, R. “Correction-Mistake”. 1991.

11. Dekeyser R.M. “The effect of error correction on foreign lanuage grammar knowledge and oral proficiency”. Modern Language Journal, 77, 1993.

12. Chaudron C. “A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning”. 1977.

13. Edge J. “Mistakes and Correction”. London: Longman. 1989.

14. Dekeyser R.M. “Treating errors in oral Production”. Modern Language Journal. 33. 2004.

15. Brown D. “Principles of Language Learning and Teaching” .2000

16. Fanselow J.F. “The treatment of error in oral work. Foreign Language Annals”. 1977.

17. Dekeyser R.M. “The effect of error correction on foreign language grammar knowledge and oral proficiency”. Modern Language Journal. 1993.

18. Frantzen D. “The effects of grammar supplementation on written accuracy in an intermediate Spanish content course”. Modern Language Journal. 1995.

19. Truscott J. “The case against grammar correction in foreign language writing classes”. 1996.

20. http://www.google.kz/

21. http://www.mozilla.com/ru/

22. http://www.yandex.ru/

Appendix 1

Type of error		Example	Right variant	Explanation
Interlingual errors Interference		This cartoon adults and children may watch	Adults and children may watch this cartoon.	The wrong structure of the sentence appears due to Kazakh language interference
		Phonetics: pri`vate, con`tact, pur`pose , ta`lented	'private, 'contact, 'purpose, 'talented	Wrong pronunciation appears due to Kazakh language influence
Intralingual Overgeneralization		This situation was happened...	This situation happened...	The speaker has over generalized the rule of the Past Indefinite Tense and applied it incorrectly
Simplification (Redundancy reduction)	He was afraid his mother I afraid my mother...		He was afraid of his mother. I am afraid of my mother...	The omission of the preposition following the verb could be termed redundancy reduction as no information is lost, the whole meaning of the sentence is clear
	He said him...		He said to him...	The omission of the preposition following the verb could be termed redundancy reduction as no information is lost, the whole meaning of the sentence is clear
	I chose profession teacher		I chose the profession of teacher	The omission of the preposition following the verb could be termed redundancy reduction as no information is lost, the whole meaning of the sentence is clear
	With the help language...		With the help of language	The omission of the preposition following the verb could be termed redundancy reduction as no information is lost, the whole meaning of the sentence is clear
Communication based	This film shooted as fairy tale		This film was shot as a fairy tale	The learners incorrectly uses the grammatical, but successfully communicates a desired idea.
Induced errors	There was 200 actresses...		There were 200 actresses	The teacher had given the structure there is there are without explaining the necessary structural change, which led to confusion in learner's mind.

Appendix 2

Abbreviation	Meaning	Example
Ab	a faulty abbreviation	She had earned a Phd along with her M.D.
Agr See also P/A and S/V	agreement problem: subject/verb or pronoun/antecedent	The piano as well as the guitar need tuning. The student lost their book.
Awk	Awkward expression or construction	The storm had the effect of causing millions of dollars in damage.
Cap	faulty capitalization	We spent the Fall in Southern Spain.
CS	Comma splice	Raoul tried his best, this time that wasn't good enough
DICT	faulty diction	Due to the fact that we were wondering as to whether it would rain, we stayed home.
Dgl	Dangling construction	Working harder than ever, this job proved to be too much for him to handle.
- ed	Problem with final –ed	Last summer he walk all the way to Birmingham.
Frag	Fragment	Depending on the amount of snow we get this winter and whether the towns buy new trucks.
| |	Problem in parallel form	My income is bigger than my wife.
P/A	Pronoun/antecedent agreement	A student in accounting would be wise to see their advisor this month.
Pron	Problem with pronoun	My aunt and my mother have wrecked her car The committee has lost their chance to change things. You'll have to do this on one's own time.
Rep	unnecessary repetition	The car was blue in color.
R-O	run-on sentence	Raoul tried his best this time that wasn't good enough.
Sp	spelling error	This sentence is flaude with two misspellings.
- s	Problem with final –s	He wonder what these teacher think of him.
STET	Let it stand	The proofreader uses this Latin term to indicate that proofreading marks calling for a change should be ignored and the text as originally written should be "let stand."
S/V	subject/verb agreement	The problem with these cities are leadership.
T	verb tense problem	He comes into the room, and he pulled his gun.
Wdy	Wordy	Seldom have we perused a document so verbose, so ostentatious in phrasing, so burdened with too many words.
WW	wrong word	What affect did the movie have on Sheila? She tried to hard to analyze its conclusion.

Appendix 3

Symbol	Meaning	Example
	insert a comma
	apostrophe or single quotation mark
	insert something
	use double quotation marks
	use a period here
	Delete
	transpose elements
	close up this space
	A space needed here
	begin new paragraph
	no paragraph

Appendix 4

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