towards an analysis of errors made by university students ... - DSpace

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approach to reading." 4
And as her last suggestion, she claims that reading-oriented
learning materials
need to be
"produced by language teaching experts in
cooperation with reading experts and
representatives of the field of study concerned." 5
A similar approach has been put forward by Widdowson 5 who suggests
that communicative abilities, previously related to linguistic
skills operating on their (students') own language should be
associated to the linguistic skills related to the foreign
language. The teacher should make use of students' already
acquired
experience of language use and link
"their communicative abilities in their own
language to the realization of these abilities
in the language they are learning." 7
Should ngps still persist as an area of linguistic
difficulty, in both kinds of texts described above, that is to
say, in texts whose content was certainly new to students
as
well as in the ones whose content was actually familiar
to
students', teachers should think of a practical approach to
overcome the difficulties posed by ngps. One way of avoiding
wbt and i.rg errors might be the presentation of ngps as elements
operating at S,0,C o/s or A 8 in clause structure. Students
would be led to recognize the boundaries of ngps and consequently
their structural elements. Teachers might begin witha clause such
as THAT MAN BOUGHT A CAR so that students might perceive
S P O
the
exponents of each group without the risk of marking the exponents
of these groups as THAT/ MAN BOUGHT/ A/
CAR.
The exponents operating at S might be enlarged by putting