ELL Grammar Errors
Although I am a native English speaker, I often make written grammar errors comparable to Folse (2009), “20 common errors made by native speakers” (p. 39). Therefore, when tasked with distinguishing native speakers and “ELL grammar errors” quiz (p. 4), I completely missed the possessive “students’” in number 10. On the other hand, I was able to detect ELL grammar errors contributing this success to my frequent interaction with immigrant populations. The most apparent being word order errors. Receiving a low score in the “ELL grammar knowledge” quiz (Folse, 2009, pp. 5-9) reinforced a known fact of my inadequate grammar knowledge. In exercises 3 (pp. 10-11) and 4 (pp. 12-13), I was able to correct the sentences, however, could not provide a straightforward explanation of the proper corrective action. Vividly remember grammar lessons throughout my schooling. Although, not in the details explained in Folse (2009).
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I proceeded to analyze the sample writing, “prompt” activity 5.2, further exposing my ability to recognize grammar errors and corrective actions. A previously assigned reading mentioned native speaker know what sound correct automatically. Therefore, after silently reading through the 5.2 activity, reading it out loud allowed me to hear more inaccuracies. The quandary I am challenged with is what and how much to correct or ignore taking into consideration the following factors. First, will the corrections still preserve the voice of the original writer? Next, what effects will “marking” all needed corrections have on the learner’s motivation? Lastly, do the mistakes interfere with the intended audiences’ comprehension (Vann, Meyer, & Lorenza, 1984)? For me, the correct conclusion is, it depends on the context of the writing, the level and goals of the learner, and the intended audience of the text being written to determine the accuracy required and extent of the corrective
I proceeded to analyze the sample writing, “prompt” activity 5.2, further exposing my ability to recognize grammar errors and corrective actions. A previously assigned reading mentioned native speaker know what sound correct automatically. Therefore, after silently reading through the 5.2 activity, reading it out loud allowed me to hear more inaccuracies. The quandary I am challenged with is what and how much to correct or ignore taking into consideration the following factors. First, will the corrections still preserve the voice of the original writer? Next, what effects will “marking” all needed corrections have on the learner’s motivation? Lastly, do the mistakes interfere with the intended audiences’ comprehension (Vann, Meyer, & Lorenza, 1984)? For me, the correct conclusion is, it depends on the context of the writing, the level and goals of the learner, and the intended audience of the text being written to determine the accuracy required and extent of the corrective