Native speakers of a language will discover lexical errors easier than the syntactic errors.

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Abstract

In recent years, there has been a growing research interest in the analysis of errors adults make while learning a second language. The underlying objective of most of these analyses has been to reveal the systematicity of adult errors in an effort to understand the process of adult second language learning. This paper deals with errors from a different point of view, namely, from the listener's or reader's point of view. The question asked is, which types of errors cause the listener or reader to misunderstand the message intended by the EFL learner? Based on the judgments of native English speakers about the comprehensibility of hundreds of sentences containing errors of EFL learners all over the world, linguistic criteria for determining the communicative importance of learners' errors are suggested. Areas of English syntax that cause important communicative errors usually neglected in most EFL training materials are discussed. The paper concludes with the application of this particular error analysis approach to the EFL classroom.

Journal Information

TESOL Quarterly (TQ) is one of the most respected publications in second and foreign language teaching, with an annual acceptance rate of 8% of all article submissions. This scholarly journal serves as forum for researchers, linguists, and teachers. As a peer-reviewed journal, TQ's primary focus is to link theory with practice and to address the practical concerns of English language educators. The contributors influence the development of the profession by bridging research, scholarly discourse, and practice. Approximately 3,600 TESOL members and 1,700 academic institutions subscribe to TQ. Each September TQ produces a special issue on current hot topic. In September 2007, TQ will focus on Language Policies and TESOL: Perspectives From Practice.

Publisher Information

TESOL-Teachers of English to Speakers of Other Languages-is the acronym that refers to the professional association, the profession, and the field itself. Headquartered in Alexandria, Virginia USA, TESOL has more than 13,500 members from 140 countries. Its membership is a diverse mix of teachers, researchers, administrators, material writers, and curriculum developers whose primary focus is on enhancing English language learning, whether it is English as a second language (ESL) or English as a foreign language (EFL). TESOL's mission is to ensure excellence in English language teaching to speakers of other languages.

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