A broader perspective of student errors made in French sees them as departures from the scholarly norm rather than simply mistakes. Five examples are provided to help the teacher conceptualize and generalize this approach. (MSE)

Discusses the communicative approach to foreign language instruction and provides information on communication exercises. (AG)

The concept of error, or mistake, is a sensitive and crucial issue in both second language learning and second language instruction. Error can play a constructive role in learning and, under some conditions, in teaching, and avoidance of error may be less productive than confrontation with it. (MSE)

A study of error patterns in Polish students' use of the French article provides the basis for an instructional approach that focuses on developing students' linguistic awareness rather than teaching rules of usage. (MSE)

Following an experiment which revealed that production of grammatically correct sentences and correction of grammatically problematic sentences in French are essentially different skills, a progressive training method for finding and correcting grammatical errors was developed. (MSE)

It is impractical, unproductive, and unfair to persist in harsh criticism of spelling errors in French taught as a second language. It is more useful to reflect, with students, on the extremes of orthography in the language with the objective of learning from this exercise. (MSE)

In one approach to French second-language instruction, students use free writing assignments to express themselves in their newly learned second language. The primary objective is to encourage students to use the language in a nonthreatening context; it also offers the teacher insights into student problems and needs. (MSE)

A discussion of errors made in second-language learning focuses on the control that the speaker himself exerts over mistakes and argues that this would be a useful area for further research. Implications of such analysis for second-language instruction are considered. (MSE)

Attitudes toward and approaches to error in language learning depend on one's point of view: strictly linguistic, pedagogical, or that of the learner. This last approach is that "one learns by making mistakes," and from that perspective, there is no absolute definition of error, but only an operative one. (MSE)

A language instruction technique that uses students' foreign language errors to point up contrasts and similarities in the native and foreign languages is described as it was used with Albanian students learning French. (MSE)

An approach to teaching grammar that combines an understanding of the error patterns of nonnative speakers and a theoretical model that describes that language is better suited than most to the actual audience of that instruction. (MSE)