Empowering English Teachers to Grapple with Errors in Grammar
Caroline Mei Lin Ho

Abstract
This paper focuses on a systematic, step-by step approach to empower teachers of English to analyse grammatical errors in children`s writing. It draws on a recently introduced pre-service module for first year trainee teachers in Singapore. It aims to provide a practical guide in developing teachers` skills in identifying and classifying students` errors, and in explaining grammatical rules. Ultimately, it is hoped teachers will be better able to help students understand their errors in grammar and the grammar rules involved.
Introduction
The study of English grammar is considered `an important aspect in the learning of English` (MOE 2001: 64) in Singapore. One of the aims of the English Language (EL) syllabus by the Ministry of Education is to enable pupils to `speak, write and make presentations in internationally acceptable English that is grammatical, fluent and appropriate for purpose, audience, context and culture` (ibid: 3). Teachers` `knowledge of grammar and how it functions` is acknowledged to contribute to `effective language use` (ibid: 6).
This paper draws on a recently introduced pre-service teacher training module in Singapore for first year trainee teachers. The course aims at developing trainee teachers` skills in analyzing problems in grammar in primary pupils` writing. The module builds on trainees` knowledge of English grammar covered in an earlier course and enables them to apply this knowledge to an examination of children`s writing.
Place of Error Analysis in Language Teaching
Ever since Corder (1967) highlighted the importance of considering errors in the language learning process, there has been a shift in emphasis towards an understanding of the problems learners face in their study of a language. Errors are indispensable to learners since the making of errors can be regarded as `a device the learner uses in order to learn` (Selinker 1992:150). Research has provided empirical evidence pointing to emphasis on learners` errors as an effective means of improving grammatical accuracy (White et al, 1991; Carroll and Swain, 1993; Trahey and White, 1993). Indeed, as Carter (1997:35) notes, `Knowing more about how grammar works is to understand more about how grammar is used and misused`. There is a need for students to recognise the significance of errors which occur in their writing, to fully grasp and understand the nature of the errors made. This requires English language teachers to be better equipped, more sensitive and aware of the difficulties students face with regard to grammar.
This article distinguishes `mistakes` from `errors` where the former refers to unsystematic errors of learners as opposed to the systematic errors of learners from which we are able to reconstruct their knowledge of the language to date (Corder, 1978). The underlying assumption is that students` errors made in grammar are systematic and classifiable. Attention to error type and an understanding of the violation or misuse of specific grammar rules offers teachers a means of helping students deal with language and usage problems. Then only can students be sensitized to specific problems they may have, and to recognize and remedy these problems.
An Approach for Error Identification and Analysis
A 3-step approach designed by the author is adopted to enable identification and analysis of students` errors. The following outlines the steps involved with the use of a table (Appendix 1):
1. Where is the problem? - Identification of error
Write out sentence containing the error. Underline/Highlight word/phrase/clause which shows the error.
Eg He are hungry.
Use caret ^ to indicate omissions (if any).
Eg He hit ^ car (omission of article `a`).
2. What is the type of problem? - Definition and classification of error
a) State type of error (eg Part of speech : eg Verb, Article, Noun, Adjective, Adverb, Preposition).
b) Classify error type (eg Omission, Over-generalisation, Wrong combination).
Eg. He are hungry.
Error identified
Definition of error type
Classification of error type

He are hungry.
Verb
Wrong combination of subject and verb.

3. How can you explain the problem? - Explanation of rule and exemplification
a) State the grammar rule which has been violated. (eg. Singular subject `He` must take a singular verb `is`.)
b) Give correct form to show contrast with inappropriate/deviated form.
He is hungry.
c) Give Examples Showing the Rule in Action
She is tired.
Guiding Teachers in Adopting the Approach
To aid teachers in defining the error type, a list of suggested terms was provided:
Definition of Error Type
Noun
Pronoun
Verb
Conjunction
Adjective
Adverb
Preposition
Article
Determiner
The term `Sentence structure` was included for errors pertaining to sentence construction, for example, if a sentence is incomplete or fragmented:
eg. Although it was raining. The boys continued playing in the field.
The classification of error type was narrowed to the use of the following terms (Appendix 2 for examples):
Omissions
Additions
Over-/Double marking
Overgeneralisation
Unnecessary insertion
Wrong or Inappropriate Combination
Inappropriate construction