303 Level award in Preparing to Teach in the Lifelong

Structural errors
Students commonly make three kinds of sentence structure errors: fragments, run-ons, and comma splices.
1) Fragments: Fragments are incomplete sentences. Very often, they consist of a subject without the predicate. Example: The child who has a rash.
2) Run-ons: Run-ons are two independent clauses which are not joined in a grammatically correct manner. Example: The doctor performed the operation the patient died.
3) Comma splices: Comma splices are two independent clauses that are joined by a comma, which is not a grammatically acceptable way to join independent clauses. Example: The doctor performed the operation, the patient died.
Phonological errors


The phenomenon of phonological error as the common sense in pronouncing the words not only happens among beginners but also among the advanced English learners. The English learners are also active speakers who use English as their second language used such as in a formal situation. They tend to pronounce the same for words that have same spelling as other words in most parts of the words or even the whole words but of different parts of speech.


Conceptual combination error


Conceptual combination occurs when existing concepts combine to form new concepts. Different properties can be more salient in the combination than they were for the original individual concepts. For example, the concept grey hair is closer to white hair than black hair, but the concept grey cloud is closer to black cloud than white cloud. So, what is conceptual error? Some brains are unable to do conceptual combination. Temple Grandin, one of the most eloquent writers with autism, describes her difficulties with conceptual combination in How Does Visual Thinking Work in the Mind of a Person with Autism: “When I was a child, I categorized dogs from cats by sorting the animals by size. All the dogs in our neighbourhood were large until our neighbours got a Dachshund. I remember looking at the small dog and trying to figure out why she was not a cat.” Naoki Higashida, a teenager with autism, answers the question “What is this like?” by deliberately searching his memory, rather than automatically constructing the best fitting instance as most people’s brains do. “First, I scan my memory to find an experience closest to what’s happening now,” he writes in The Reason I Jump. “When I’ve found a good close match, my next step is to try to recall what I said the last time. If I’m lucky, I hit upon a usable experience and all is well.” If Naoki is unlucky, he becomes flustered, unable to communicate.

3.2 Analyse learner errors and mistakes and state the possible causes.