Error Analysis is one of the major topics in the field of second language acquisition research. Errors are an integral part of language learning. The learner of English as a second language is unaware of the existence of the particular system or rule in English language. The learner’s errors have long been interested for second and foreign language researchers. The basic task of error analysis is to describe how learning occurs by examining the learner’s output and this includes his/her correct and incorrect utterances. There are two major approaches to the study of learner’s errors, namely contrastive analysis and error analysis. Error analysis cannot be studied properly without touching upon the notion of contrastive analysis. Contrastive analysis and error analysis have been commonly recognized as branches of Applied Linguistic Science. This paper examines in detail the three most influential error theories: Contrastive analysis, Error analysis and Interlanguage theory. Corder (1978) maintains that interlanguage can be seen as a restructuring or a recreating continuum and, therefore; evaluates their role in second language acquisition

BackgroundClinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient.ObjectivesThis study aimed to find out the factors that can impede nursing students’ clinical learning.Materials and MethodsIn this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method.ResultsThree main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students’ training. The clinical learning environment does not always integrate theory and practice together.ConclusionsNursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment.

The purpose of the study is to compare and examine types of written errors by EFL and ESL learners at under graduate level in English Language and suggest remedial measures to overcome the committing of errors. The data for the study were 200 students in the age range of 20 to24 at under graduate level in Mysore, India as ESL learners and Bushehr, Iran as EFL learners participated in this study. The results of the study indicate that the total number of errors committed by the Iranian students was 3045 and that of their Indian peers’ was 3274.  The maximum errors made by the subjects were from the realm of 'punctuation' (1387). The number of errors made by the Indian students in the use of punctuation was 718 which came to 22% for errors in punctuation. The Iranian students committed 669 errors. They constituted 22% of errors for punctuation. Thus, the minimum number of errors recorded in writing in this study was ‘spelling.’ The total number of errors in the use of spelling was 1050. The number of errors committed by the Iranian students in the use of spelling was 578 which come to 19% for errors in spelling. The number of errors committed by the Indian students was 472. They constituted 14% of errors for spelling

This review paper is intended to discuss the function, objective and aim of correction as a language strategy in English language learning. In reality, correction is termed as feedback by teachers. Feedback is useful where there is a lack of knowledge, especially the failure of students to use language correctly. Error correction is not an essay and it is should be practiced as instructed by the teacher in a language teaching setting. Error correction is a way to develop competence of language learners in a second or foreign language. It can be used in order to attain conscious knowledge of a second or foreign language, and in learning the language's rules. What is important is that errors in language speech and writing are viewed as having detrimental effects when acquiring a second or foreign language.

The main aim of the study was to investigate the effect of question-generation strategy on Iranian EFL third grade high school students' ability in reading comprehension passages via multiple-choice question .In this research, the total number of one hundred and twenty male and female students participated. For homogeneity of the students, a proficiency test including a multiple-choice reading comprehension test (Hill, 1980) was ascertained in the twenty selected questions. Eight multiple-choice reading comprehension passages (Hill, 1980) used based on the target of pre-test and post-test in the forty selected questions. In this research, the students were divided into two experimental groups; each group consisting of 30 homogeneous students (i.e., EMG as Experimental Male Group and EFG as Experimental Female Group) and two control groups (i.e., CMG as Control Male Group and CFG as Control Female Group). In the treatment time, the two experimental groups of the students were instructed for 10 weeks. Outcome of the study showed that question-generation strategy had significantly impact on the Iranian EFL third grade high school learners' in reading comprehension passages.