In an oral fluency, a learner makes a few mistakes with language he knows, simply because he is tired.

(a)  

Several intermediate learners use the past simple tense instead of the present perfect while doing controlled speaking practice.

(a)  

A learner’s writing contains several mistakes in recently studied grammar.

(a)  

A learner mispronounced the sound /θ/, which leads to a breakdown in communication.

(a)  

In a presentation to the class, an advanced learner makes the same mistakes with prepositions several times.

(a)  

During a whole-class practice of past simple question forms, one learner makes a mistake with word order.

(a)  

Several learners make the same mistakes in a spelling test.

(a)  

The learners all make the same mistake with intonation during the controlled practice stage.

(a)  

The teacher marked students’ writing using a correction code. Then she gave them time in the lesson to improve their work while she monitored.

(a)  

The teacher gave an overall grade for letters students had written for homework. He also gave them an example letter to look at.

(a)  

The teacher used a system of smiling and sad faces to give students feedback on their written work.

(a)  

The teacher noted mistakes from students’ written work and used these to prepare a language quiz, which students did in teams.

(a)  

The teacher only commented on the content of stories that students had written.

(a)  

While students are telling a story to the class, the teacher writes feedback on the language used and their ability to keep talking.

(a)  

In a discussion, the teacher listens and only comments on students’ ideas, not their language.

(a)  

During a practice activity, the teacher notices students are having problems with form and meaning. The teacher stops the students and focuses again on the problem areas.

(a)  

Students use recordings of themselves to correct their individual language mistakes.

(a)  

During a discussion activity, the teacher briefly interrupts on two occasions when students are unable to understand each other.

(a)  

During a drill of some lexical items, several students are having problems with some of the word stress and vowel sounds. The teacher responds by giving them individual drills.

(a)  

When the learner’s mother tongue affects their performance in the target language. A learner may make a mistake because they use the same grammatical pattern in the target language as they use in their mother tongue. The L1 grammatical pattern is not appropriate in L2.

(a)  

The process in which incorrect language becomes a habit and cannot easily be corrected.

(a)  

An error made by a second language learner which is a natural part of the language learning process because they are unconsciously organizing and working out language. These types of errors are also made by children learning their first language and often disappear as their language ability improves.

(a)  

When a student uses a grammatical rule he/she has learned, but uses it in situations when it is not needed or appropriate, e.g., a student says There were three girls (correct plural form used for most nouns) and two mans. (incorrect plural form – not appropriate for man).

(a)  

The learners own version of the second language which they speak as they learn. They create their own grammatical system as they are learning, which is neither their first language nor the target language but something in between the two. This version of their language changes as they progress and learn more.

(a)  

A word in the target language which looks or sounds as if it has the same meaning as a similar word in the learners’ first language but does not, e.g., in French ‘librairie’ is a place where people can buy books. In a library in English, you do not buy books but borrow them instead.

(a)  

A student of mine said, The clouds were sick and it was raining a lot but he quickly corrected himself and said ‘thick’.

(a)  

I have several students in my top class who still say things like is very nice, he do, I am doctor. I don’t know what to do about it.

(a)  

At the beginning, all my students used terms like nice or good, for anything positive, then they gradually started to use language more precisely.

(a)  

During his presentation this morning, my best student was so nervous that he said My mother, she is coming to visit me.

(a)  

Nearly all the students in that class who share the same language say brothers when they mean brothers and sisters. I don’t know why.

(a)  

She arrived to the station early.

(a)  

We listened the music before we went out.

(a)  

I live in very cheap accomodation near the school.

(a)  

This is a picture of my uncles sister.

(a)  

He hurt one of his foot fingers.

(a)  

He wore a coat black.

(a)