(Skkn 2023) to identify the common errors and patterns of mistakes made by high school students in subject verb agreement in their writing

TABLE OF CONTENTS PART 1: INTRODUCTION 1.1 Rationale for the study 1.2 Aims of the study 1.3 Subjects of the study 1.4 Scope of the study 1.5 Methodology of the study 1.6 Organization of the study PART II: CONTENT OF THE STUDY 2.1 Literature review 2.2 Practical situation of the problem 100 2.3 Errors and their causes 112 2.4 Suggestion for teaching SVA in English writing 156 2.5 The effectiveness of the study 211 PART III: CONCLUSION AND SUGGESTIONS 232 3.1 Conclusion 232 3.2 Suggestions 233 APPENDIX 255 APPENDIX 25…………………………………………….………………… 27 APPENDIX 3: Survey the urgency and feasibility of proposed solutions… 29 REFERENCES 3636 PART 1: INTRODUCTION 1.1 Rationale For a long time, English has confirmed its position as an international language It is considered as a useful tool to communicate with each other Therefore, it is not surprising when the number of English learners is growing more than ever Together with the increasing need of studying English, great efforts have been made in order to improve the quality of teaching and learning this subject Textbooks have been renovated, new methods have been applied and various aspects of teaching English have been covered It is realized that description and analysis of students' errors play an important role in practical teaching and learning; therefore, error analysis has been an interesting area which has attracted the attention of an increasing number of researchers In fact, there are many famous ones in this field Typically, Corder and Richards have made a great contribution to the development of error analysis area - a main branch of applied linguistics Since Vietnamese and English have very distinct grammar systems, Vietnamese students tend to encounter a lot of difficulties in acquiring the target language Among these difficulties is the use of subject- verb agreement (SVA) in English writing It can not be denied that SVA is an important element in grammar The correct use of SVA contributes to producing accurate sentences Moreover, SVA is so popular that nearly every sentence requires it Therefore, special attention has been paid to this item of grammar Another reason for my conducting this research results from my own experience of practising teaching English at Cat Ngan High school, Nghean Province Failure to use SVA is a recurring problem in the students' writing It is the fact that the students usually make a lot of errors involving SVA when they write a paragraph or an essay If this continues, it can be a major obstacle to their success Besides, there seems to be a neglect of SVA in teaching materials, especially at low levels Subject-verb agreement is a fundamental rule of English grammar that involves ensuring that the subject and verb of a sentence agree in number It is a crucial aspect of English writing and communication that can have a significant impact on the clarity and effectiveness of a message However, many high school students struggle with subject-verb agreement, leading to errors in their writing that can hinder their academic and professional success This study is aimed at analyzing the errors made by high school students in the use of subject-verb agreement in their English writing and proposes some solutions to address these errors By conducting a thorough examination of student writing samples, the study aims to identify common errors and patterns of mistakes made by high school students It also seeks to explore the underlying reasons for these errors, such as linguistic and educational factors Furthermore, the study will propose practical solutions to help students overcome these errors and improve their writing skills These solutions will take into account the specific challenges that high school students face in learning and applying subject-verb agreement rules They will also consider the importance of teaching grammar in context and using a variety of instructional strategies to support student learning Overall, this study is essential because it addresses a significant issue in high school English education and proposes solutions that can help students improve their writing skills and achieve academic and professional success By analyzing subject-verb agreement errors and providing practical solutions, this study can contribute to the development of effective instructional approaches that support students' language learning and proficiency 1.2 Aims of the study The main aims of the study on an analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions are as follows: ✓ To identify the common errors and patterns of mistakes made by high school students in subject-verb agreement in their writing ✓ To explore the underlying reasons for these errors, including linguistic and educational factors ✓ To propose practical solutions to help students overcome these errors and improve their writing skills ✓ To investigate the effectiveness of different instructional approaches in teaching subject-verb agreement in the high school English classroom ✓ To contribute to the development of effective instructional approaches for teaching grammar in context and supporting student learning in English writing These aims are crucial in improving high school students' language proficiency and ensuring their success in academic and professional contexts By identifying and addressing the errors that students commonly make in subject-verb agreement, the study can help teachers design effective instructional strategies that support student learning and help them achieve their language learning goals Ultimately, this study aims to contribute to the broader goal of improving language education and empowering students to communicate effectively in English 1.3 Subjects of the study The subjects of the study include 200 students at Cat Ngan High school, Nghean Province One hundred of them are in the tenth form The rest are the students who are in the eleventh form They have learned English as a compulsory subject at school All of them are qualified enough to the test 1.4 Scope of the study The scope of the study on an analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions includes the following: • The study will focus on high school students' writing in English and will examine their use of subject-verb agreement • The study will analyze a sample of writing from high school students to identify common errors and patterns of mistakes made in subject-verb agreement • The study will explore the underlying reasons for these errors, including linguistic and educational factors • The study will propose practical solutions to help students overcome these errors and improve their writing skills, with a focus on instructional approaches that are relevant and effective for high school students • The study will evaluate the effectiveness of different instructional approaches in teaching subject-verb agreement in the high school English classroom The study will not cover other aspects of English grammar or writing, such as punctuation, syntax, or vocabulary Additionally, the study will not compare the writing of high school students to that of other age groups or proficiency levels The scope of the study is limited to high school students in the context of English writing and subject-verb agreement 1.5 Methodology of the study The research methodology of the study on an analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions will involve the following steps: ▪ Sample selection: The study will select a sample of high school students' writing in English, from a range of different schools and regions to ensure diversity in the sample ▪ Data collection: The study will collect data by analyzing the selected writing samples for errors in subject-verb agreement The data will be analyzed using both qualitative and quantitative methods to identify common errors and patterns of mistakes made by high school students ▪ Analysis of results: The study will analyze the results of the data collected, to identify the most common errors and patterns of mistakes made by high school students The analysis will also explore the underlying reasons for these errors, including linguistic and educational factors ▪ Development of solutions: The study will propose practical solutions to help students overcome these errors and improve their writing skills These solutions will be developed based on the results of the data analysis and will take into account the specific challenges that high school students face in learning and applying subject-verb agreement rules ▪ Evaluation of solutions: The study will evaluate the effectiveness of different instructional approaches in teaching subject-verb agreement in the high school English classroom The evaluation will involve assessing the impact of the proposed solutions on students' writing skills and language proficiency The research methodology will include a mixed-methods approach, using both qualitative and quantitative methods to ensure a comprehensive analysis of the data Qualitative methods, such as content analysis, will be used to identify patterns and themes in the data Quantitative methods, such as statistical analysis, will be used to analyze the frequency and distribution of errors The study will also draw on relevant literature and previous research to inform the development of solutions and evaluation of their effectiveness 1.6 Organization of the study The study on an analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions will be organized in the following sections: - Introduction: This section will provide an overview of the study's aims, scope, and methodology, as well as the importance of the topic - Literature Review: This section will review relevant literature on subjectverb agreement in English writing, including previous studies, theoretical frameworks, and instructional approaches - Methodology: This section will describe the research methodology used in the study, including the sample selection, data collection, and analysis methods - Results: This section will present the results of the data analysis, including common errors and patterns of mistakes made by high school students in subject-verb agreement, and the underlying reasons for these errors - Solutions: This section will propose practical solutions to help students overcome errors in subject-verb agreement and improve their writing skills These solutions will be developed based on the results of the data analysis and will take into account the specific challenges that high school students face in learning and applying subject-verb agreement rules - Evaluation: This section will evaluate the effectiveness of different instructional approaches in teaching subject-verb agreement in the high school English classroom The evaluation will involve assessing the impact of the proposed solutions on students' writing skills and language proficiency - Conclusion: This section will summarize the main findings of the study, the practical implications for teaching subject-verb agreement in English writing, and directions for future research The organization of the study will follow a logical flow, moving from the introduction to the literature review, methodology, results, solutions, evaluation, and conclusion Each section will build on the previous one, providing a comprehensive analysis of high school students' errors in subject-verb agreement in English writing and practical solutions to help them overcome these errors PART II: CONTENT OF THE STUDY 2.1 Literature review 2.1.1 The overview of subject-verb agreement (SVA) in English grammar Subject-verb agreement (SVA) is a fundamental concept in English grammar that refers to the proper matching of the subject and verb in a sentence In English, a verb must agree with its subject in number, which means that a singular subject takes a singular verb, and a plural subject takes a plural verb For example, "He walks to school" (singular subject and verb) and "They walk to school" (plural subject and verb) The most basic rule of SVA is that a singular subject takes a singular verb, and a plural subject takes a plural verb However, there are several different cases and exceptions to this rule, including subject-verb agreement with compound subjects, collective nouns, indefinite pronouns, and more The correct use of SVA is important in English writing and communication, as it helps to ensure clarity and grammatical correctness Errors in SVA can cause confusion and make the message difficult to understand Therefore, a proper understanding of SVA is crucial for effective communication and successful writing in English By understanding the rules and exceptions of SVA, writers can create clear and effective sentences that communicate their message accurately 2.1.2 Definition of subject-verb agreement Subject-verb agreement is a grammatical rule in English that refers to the need for the subject and verb in a sentence to agree in number, that is, they should match in either being singular or plural In other words, if the subject of a sentence is singular, the verb should be singular, and if the subject of a sentence is plural, the verb should be plural This rule applies to almost all verb tenses in English A correct understanding and use of subject-verb agreement is important in writing and speaking English, as it helps to ensure clarity and grammatical correctness 2.1.3 Types of subject-verb agreement and their principles There are several types of subject-verb agreement in English, and each type follows a specific principle or rule The main types of subject-verb agreement and their principles are: ✓ Basic SVA: In the simplest form of SVA, the verb agrees with the number of the subject For example, "He walks to the park" (singular subject and verb) and "They walk to the park" (plural subject and verb) ✓ SVA with compound subjects: When a sentence has a compound subject, which means it has more than one subject joined by a conjunction, the verb agrees with the number of the compound subject For example, "John and Mary play football" (plural subject and verb) and "The dog or the cat chases the mouse" (singular subject and verb) ✓ SVA with collective nouns: Collective nouns are words that refer to a group of people or things as a single entity, such as "team", "family", or "government" In SVA with collective nouns, the verb agrees with the context of the noun For example, "The team is practicing for the game" (singular verb, as the team is acting as a single entity) and "The team are arguing with each other" (plural verb, as the team members are acting as individuals) ✓ SVA with indefinite pronouns: Indefinite pronouns, such as "everyone", "someone", and "anyone", are singular and require a singular verb However, when used in a plural sense, they require a plural verb For example, "Everyone is here" (singular verb) and "Some of the people are leaving" (plural verb) ✓ SVA with complex sentence structures: In complex sentence structures, such as subject-verb inversion, questions, or clauses, the verb agrees with the subject, regardless of its position in the sentence For example, "In the garden, the flowers bloom" (singular subject and verb) and "What are the children doing?" (plural subject and verb) Understanding the principles of each type of SVA is essential for proper English grammar usage and effective communication By applying the correct rules of SVA, speakers and writers can avoid common mistakes and create clear and grammatically correct sentences 2.2 Practical situation of the problem 2.2.1 In terms of teachers at Cat Ngan High School a Advantages: ➢ Opportunity to work with diverse students: The English teachers at Cat Ngan High School get to work with a diverse group of students from different backgrounds, which provides an opportunity to learn about different cultures and customs ➢ Availability of teaching resources: The school provides English teachers with a wide range of teaching resources such as textbooks, workbooks, videos, and other teaching aids, which can make teaching more effective and engaging ➢ Supportive work environment: The teachers at Cat Ngan High School are likely to find a supportive work environment, with a collaborative and supportive team of colleagues, a caring and helpful administration, and motivated and enthusiastic students b Disadvantages: ➢ Large class sizes: One of the biggest challenges that English teachers at Cat Ngan High School may face is large class sizes This can make it difficult to give individual attention to each student and to ensure that everyone is engaged and participating in the lesson ➢ Limited teaching resources: While the school does provide some teaching resources, they may be limited in scope, or not enough to cover all the aspects of the English language Teachers may need to supplement with their own resources or improvise ➢ Limited access to technology: The school may not have enough access to technology such as computers, projectors, or the internet, which can limit the variety of teaching methods and resources that teachers can use This 10 Credit/Good Class (%) Students Passing (%) Weak (%) TS % TS % TS % 10A 40 12 30 17 42.5 11 27.5 10B 35 17 12 34 17 49 Table shows the test results before applying the techniques to improve students' English writing skills It indicates that in Class 10A, only students out of 40 (15%) received a credit or good grade, while 25 students (60%) had weak performance Similarly, in Class 10B, only students out of 75 (5.7%) received a credit or good grade, while 25 students (71.4%) performed weakly Table shows the results obtained after the second stage of the study, which involved applying techniques to improve students' English writing skills The table shows that in Class 10A, 12 students out of 40 (30%) received a credit or good grade, an increase from the previous students (15%) The percentage of passing students also increased from 25% to 42.5%, while the percentage of weak performers decreased from 60% to 27.5% In Class 10B, students out of 75 (17%) received a credit or good grade, an improvement from the previous students (5.7%) The percentage of passing students also increased from 22.8% to 34%, while the percentage of weak performers decreased from 71.4% to 49% The tables indicate that the techniques applied to improve students' English writing skills had a positive impact on their performance, with more students achieving credit or good grades and fewer students performing weakly However, further analysis would be required to determine the specific effectiveness of the techniques used and identify any areas for further improvement 22 PART III: CONCLUSION AND SUGGESTIONS 3.1 Conclusion In conclusion, the study on an analysis of errors made by high school students in the use of subject-verb agreement (SVA) in English writing and proposing solutions highlights the importance of SVA in English grammar and the common errors made by high school students in this area The study has demonstrated that students often make errors in SVA due to a lack of understanding of the rules, first language interference, carelessness, and lack of practice The study has proposed practical solutions for addressing SVA errors in high school students, including the use of exercises and activities that reinforce SVA rules, providing clear and concise explanations of the rules, and providing feedback and correction of errors The study emphasizes the importance of these strategies in improving students' writing skills and their overall language learning Overall, the study is a valuable contribution to the field of English language teaching and learning, providing insights into the common errors made by high school students in SVA and offering practical solutions to address these errors The findings of the study can inform curriculum development, teacher training, and instructional materials in English language education, ultimately leading to improved writing skills and language proficiency among high school students 3.2 Suggestions Here are some suggestions for further improving the study on an analysis of errors made by high school students in the use of subject-verb agreement in English writing and proposing solutions: Increase the sample size: The study could be improved by increasing the sample size to include a larger number of high school students from different regions and with different language backgrounds This would help to ensure that the findings are more representative and generalizable Use a mixed-methods approach: The study could benefit from using a mixedmethods approach, combining qualitative and quantitative data This would 23 provide a more comprehensive understanding of the errors made by high school students in SVA and the factors that contribute to these errors Include a longitudinal study: A longitudinal study that follows the progress of high school students over time could provide valuable insights into the effectiveness of different strategies for addressing SVA errors in writing and the factors that contribute to improvement Consider the impact of technology: The study could explore the impact of technology on SVA errors in writing, particularly given the increasing use of technology in education This could include examining the role of grammarchecking software and other technological tools in addressing SVA errors Expand the study to other areas of grammar: The study could be expanded to include other areas of grammar where high school students commonly make errors, such as verb tense or pronoun usage This would provide a more comprehensive understanding of the challenges faced by high school students in writing in English and offer insights into effective strategies for addressing these challenges 24 APPENDIX PRE- TEST Time: 60 minutes Full name: Class: School: Section 1: Choose the correct answer: (Chọn đáp án thích hợp nhất) The police showing him the way to the theater now A is B have been C are Traffic a big problem in cities A is B are C have been Nobody, not even the teachers listening to this song now A is B are C were Every man and woman asked to vote every year A is B have been C are My life and Hard times about amusing incidents in James Thurber's childhood A have told B tell C tells A number like 10 billion hard to comprehend A have been B is C are Tom, accompanied by his friends going to the meeting tonight A are B has been C is Not only my parents, but also my aunt with that idea A agrees B have agreed C agree Section 2: Write sentences with the words given below, using simple present (Hãy viết câu dựa vào từ cho sẵn, sử dụng ở thì hiện tại đơn) Gold/ silver/ precious/ tournaments 25 Here/ come/ buses / class/ often/ disagree/ themselves/ plans Everything/ look/ new/ beautiful/ today Twenty miles/ length/ race The Bat and the Ball/ sell/ good/ beer/ food / piano/ as well as/ organ/ play/ big/ concert Noone/ exept/ his/ fellows/ here 26 APPENDIX POST - TEST Full name: Class: School: I Translate these following sentences into English: Mọi người chuẩn bị đón tết Cả Mary lẫn cha mẹ cô đều chưa từng xem bộ phim này Chiếc quần bò xanh của ở máy giặt Năm mươi phút thì không đủ thời gian để làm bài kiểm tra này Tổ chức này hoạt động được năm rồi Bi a là môn thể thao ưa thích của Cô ấy học giỏi tiếng Anh Không phải John mà là Peter và Robert huýt sáo II: Put the verb in brackets into the correct tense: simple present, or present perfect Aerobics (be) difficult for me There (be) a book and pens on the table He (read) The Times every day Several of the students just (decide) to withdraw from the course 27 Bread and butter (become) my favorite after-school snack until now A great number of visitors (come) there to enjoy the beautiful scenery recently A majority of students (believe) that we are in no danger On the lawn (be) some beds or roses 28 APPENDIX SURVEY THE URGENCY AND FEASIBILITY OF PROPOSED SOLUTIONS I Purpose of the survey The survey aims to gather data on the frequency and types of errors made by high school students in their English writing, as well as their awareness of these errors and their perceived difficulty in avoiding them Additionally, the survey seeks to determine the feasibility and potential effectiveness of proposed solutions, such as targeted instruction on subject-verb agreement, the use of interactive exercises or quizzes, or peers feedback and review Overall, the survey aims to provide insight into the current state of subject-verb agreement in high school students' English writing, and to inform potential solutions that can help improve their proficiency in this area By identifying the urgency of the issue and evaluating the feasibility of proposed solutions, the survey seeks to contribute to the development of effective strategies for teaching and learning subject-verb agreement in English writing Survey content and methods 2.1 Contents The survey content focuses on 02 main issues: Are the proposed solutions really urgent to the current research problem? Are the proposed solutions feasible to the current research problem? 2.2 Survey methods and rating scales The method used for the survey is Exchange by questionnaire; with a scale of 04 levels (corresponding to scores from to 4): Not urgent; Less urgent; Urgent and Very urgent Not feasible; less feasible; Feasible and Very Feasible - Calculate the average score according to software Average - Survey the urgency and feasibility of the proposed solution + Survey form for teachers 29 Please take the time to carefully read and objectively answer the following questions accurately and objectively by checking ( X ) uniquely in the box of the selected option Degree Question 1: according to the teacher, is it really necessary to Not urgent Less Urgent urgent Very urgent apply the study: An analysis of errors made by high school students in the use of subjectverb agreement in English writing and some solutions? Question 2: Is it feasible to Not Little apply the study: An analysis of feasible feasible Feasible Very feasible errors made by high school students in the use of subjectverb agreement in English writing and some solutions? - Survey Forms for Students We urge you to please take the time to read carefully and answer the following questions correctly by ticking (X) uniquely in the box of the selected option Degree Question 1: In your opinion, is Not Less it really necessary to apply the urgent urgent study: An analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions? 30 Urgent Very urgent Question 2: In your opinion, is Not Little it feasible to apply the study: feasible feasible Feasible Very feasible An analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions? Respondents Compilation of survey subjects TT Object Amount English teachers of high schools in the district 28 10 grade students, at experimental classes at the work school 75 Survey results on the urgency and feasibility of proposed solutions 4.1 The urgency of the proposed solution Assess the urgency of the proposed solution Table 1: For teachers Solutions to discuss Degree According to you, is it really Not Less necessary to apply the study: An urgent urgent 0/28 1/28 Urgent Very urgent analysis of errors made by high school students in the use of subject-verb agreement in English 5/28 22/28 writing and some solutions? Table 2: For students Solutions to discuss In your opinion, is it really necessary to apply the study: An Degree Not Less urgent urgent 31 Urgent Very urgent analysis of errors made by high school students in the use of 0/75 subject-verb agreement in English 5/75 20/75 50/75 writing and some solutions? Table 3: Calculate average score by Average software Parameters TT Solutions Level According to you, is it really necessary to apply the study: An analysis of errors made by high school students in the use of subject-verb agreement in English writing and 3,75 some Very urgent solutions? In your opinion, is it really urgent to apply the study: An analysis of errors made by high school students in the use of subject-verb agreement in 3,6 Very urgent English writing and some solutions? From the data obtained in the table above, the following observations can be drawn: The table shows that out of the 28 teachers surveyed, none of them rated the solution as "Not urgent," only one teacher rated it as "Less urgent," five teachers rated it as "Urgent," and 22 teachers rated it as "Very urgent." This indicates that the majority of teachers believe that the study is highly urgent and that solutions to address the errors made by high school students in the use of subject-verb agreement in English writing are needed as soon as possible The table serves as a valuable tool for gathering the opinions of teachers and assessing the urgency of proposed solutions It can help to inform decisionmaking and prioritization of resources for addressing the issue of subject-verb agreement errors in high school students' English writing 32 The average scores of the four levels are: The table shows that out of the 75 students surveyed, none of them rated the solution as "Not urgent," five students rated it as "Less urgent," 20 students rated it as "Urgent," and 50 students rated it as "Very urgent." This indicates that the majority of students believe that the study is highly urgent and that solutions to address the errors made by high school students in the use of subject-verb agreement in English writing are needed as soon as possible The table serves as a valuable tool for gathering the opinions of students and assessing the urgency of proposed solutions It can help to inform decisionmaking and prioritization of resources for addressing the issue of subject-verb agreement errors in high school students' English writing Additionally, it highlights the importance of involving students in the decision-making process and valuing their input on issues that directly affect their learning The average scores of the four levels are: 4.2 Feasibility of proposed solutions Assess the feasibility of proposed solutions Table 1: For teachers Solutions to discuss Degree In your opinion, is it feasible to apply some effective changes in Not Little testing feasible feasible Feasible Very feasible assessment to enhance students’ interest 0/28 in learning English? 1/28 4/28 23/28 Table 2: For students Solutions to discuss Degree In your opinion, is it feasible to apply some effective changes in Not Little testing feasible feasible 33 Feasible Very feasible assessment to enhance students’ interest in learning English? Table 3: Calculate average score 0/75 5/75 10/75 60/75 by Average software Parameters TT Solutions Level In your opinion, is it feasible to apply some effective changes in testing assessment to 3,78 enhance students’ interest in learning English? In your opinion, is it feasible to apply some effective changes in testing assessment to enhance students’ interest in learning English? 3,73 Very feasible Very feasible From the data obtained in the table above, the following observations can be drawn: The table shows that out of the 28 teachers surveyed, none of them rated the solution as "Not feasible," only one teacher rated it as "Little feasible," four teachers rated it as "Feasible," and 23 teachers rated it as "Very feasible." This indicates that the majority of teachers believe that implementing effective changes in testing assessment to enhance students' interest in learning English is feasible The average scores of the four levels are: The table shows that out of the 75 students surveyed, none of them rated the solution as "Not feasible," five students rated it as "Little feasible," 10 students rated it as "Feasible," and 60 students rated it as "Very feasible." This indicates that the majority of students believe that implementing effective changes in testing assessment to enhance their interest in learning English is highly feasible The average scores of the four levels are: The tables presented in this study were designed to assess the urgency and feasibility of proposed solutions for improving the use of subject-verb agreement 34 in English writing among high school students in Cat Ngan High School, Nghean province Table and Table assessed the urgency of the proposed solution from the perspective of teachers and students, respectively Both tables showed that the majority of respondents believe that the proposed solution is urgent and necessary The feasibility of the proposed solution was also assessed in Table and Table In both tables, the majority of respondents believe that the proposed solution is feasible, indicating that effective changes in testing assessment to enhance students' interest in learning English are possible In conclusion, the study highlights the importance of addressing errors in subjectverb agreement in English writing among high school students The majority of both teachers and students agree that effective changes in testing assessment to enhance students' interest in learning English are urgent and feasible These findings can help inform the development of strategies and plans to improve the quality of English writing among high school students in Cat Ngan High School, Nghe An province 35 REFERENCES Reference books in English Agee and Kline (1985) The basic writer’s book, New Jersey: Practice Hall Allright, R L.(1975) Problems in the Study of the language Teachers' Treatment of Learner Errors: Cambridge University press Corder, S.P (1974) Error Analysis, the Edinburgh Course in Applied Linguistics, Vol 3: Oxford University Press Corder, S.P (1945) Teaching and Learning English as a Foreign Language, Ann Arbor: University of Michigan Press Edge, J (1989) Mistakes and Correction, London: Longman Ellis, R (1997) SLA Research and Language Teaching, Oxford: Oxford University Press Dulay et al (1982) Language Two Oxford, Oxford University Press Hendrickson, J.M (1977) The Effects of Error Correction Treatments upon Adequate and Accurate Communication in the Written Compositions of Adult Learners of English as a Second Language, Unpublished Ph D dissertation: The Ohio State University James, C (1998) Errors in Language Learning and Use: Exploring Error Analysis London: Longman 10 Lado, R (1957) Linguistics across cultures: University of Michigan Press 36