Error Analysis For High School English Teachers  

Oleh:

Foster, Harold M. ; Newman, Isadore

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 2 no. 4 (1988), page 229-238.
Fulltext: Vol. 02, no 4, p 229-238.pdf (571.15KB)

Isi artikel

This study attempted to create and test the validity of an Error Analysis Model usable by high school teachers. The premise of the Model is that not all errors can be treated equally. Those errors that lead to the greatest loss of meaning are the most serious and should be treated first. This study contends that certain types of syntactical errors (run-ons, fragments, awkward sentences) are the most serious errors because they lead to the greatest loss of meaning, whereas common mechanical mistakes such as subject/verb disagreement, comma, period, question mark misuses, and misspellings of common words are not as serious because they do not create as serious a loss of meaning. Results indicate that in themes that do not contain significant mechanical errors, syntactical errors do not lead to a breakdown of meaning. However, in themes with numerous mechanical errors, the nature of the syntactical errors do create comprehension problems. The study concludes with some suggestions for remediating serious syntactical errors. Results also indicate that English teachers base grades on the comprehensibility of the theme.

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