We parse the sentences in three parallel error corpora using a generative, probabilistic parser and compare the parse probabilities of the most likely analyses for each grammatical sentence and its closely related ungrammatical counterpart.

The issue of whether or not to correct errors in students’ writing is controversial. Some scholars argue that error correction is helpful, while others argue that it is ineffective, perhaps even harmful. What is missing from the literature are studies about how error correction might affect the performance of specific types of students. This study, which included 140 undergraduate English major...

when studying russian morphology, one can distinguish two categories. these categories are “grammatical” and “lexico-grammatical”. grammatical categories can be specified through a series of grammatical features of words. considering different criteria, russian grammarians and linguists divide grammatical categories of their language into different types. in determining lexico-grammatical types...

This study aimed to develop a writing improvement program for student journalists in one elementary school the Philippines. It utilized case approach using errors analysis English written tasks of target participants. Written were used as main instrument this study. A total twelve (12) who chosen purposively served Results show that subject-verb agreement is most committed error followed by usa...

This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks rewritten collaboratively following a pedagogical treatment two intact authentic classrooms. The involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners descriptive texts receiving in-class training identificat...

PURPOSE This study was conducted to examine whether the expressive language characteristics of typically developing (TD) children learning English as a second language (ESL) have similarities to the characteristics of the English that is spoken by monolingual children with specific language impairment (SLI), and whether this could result in the erroneous assessment of TD English-language learne...

Under one typical view, children’s acquisition of their L1 phonological grammar is understood as a gradual progression from an initial universal state towards a language-specific one, in which learners respond to mismatches between their outputs and the ambient language (i.e. their ‘errors’) by changing their grammars incrementally to better approximate the target (i.e. ‘resolving’ their errors...