{"id":110,"date":"2017-09-04T06:26:51","date_gmt":"2017-09-04T06:26:51","guid":{"rendered":"http:\/\/americanboard.org\/Subjects\/english\/?page_id=110"},"modified":"2017-09-21T15:32:57","modified_gmt":"2017-09-21T15:32:57","slug":"esl-errors","status":"publish","type":"page","link":"https:\/\/americanboard.org\/Subjects\/english\/esl-errors\/","title":{"rendered":"ESL Errors"},"content":{"rendered":"
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\u2b05 Previous Lesson<\/a>\u00a0Workshop Index<\/a>\u00a0Next Lesson \u27a1<\/a><\/div>\n

<\/p>\n

ESL Errors<\/h1>\n

Objective<\/h4>\n

In this lesson, you\u2019ll learn to recognize common errors that English as a Second Language (ESL) students make.<\/p>\n

Previously Covered:<\/h4>\n
    \n
  • In the previous lesson we discussed syntax.<\/li>\n<\/ul>\n

    We\u2019ll begin with the intricate world of articles. After that, we\u2019ll briefly review ESL challenges for other parts of speech, such as nouns, verbs, adjectives, and adverbs.<\/p>\n

    Using Articles<\/h4>\n

    For many native English speakers, choosing the correct article has become second nature. However, for nonnative speakers, understanding the rules for choosing articles can be complicated.<\/p>\n

    Before we delve into the intricacies of articles, recall that a is used for nouns beginning with a consonant or consonant sound. The other indefinite article, an, is used for nouns beginning with a vowel or vowel sound. Although grammarians disagree on the finer points of when to use a and an, remember the purpose of having two indefinite articles: to avoid the confusion that comes from blurring a with a beginning vowel sound. A apple or a etymology could be misheard.<\/p>\n

    First, determine whether a noun is a count noun<\/strong><\/abbr> or a noncount noun<\/strong><\/abbr>. A count noun can be counted or divided. A noncount noun can\u2019t be counted or divided. Many abstract nouns are noncount nouns.<\/p>\n

    count nouns :<\/p>\n

      \n
    • one cat, two cats<\/li>\n
    • one room, two rooms<\/li>\n
    • one person, two people<\/li>\n<\/ul>\n

      noncount nouns :<\/p>\n

        \n
      • air<\/li>\n
      • water<\/li>\n
      • independence<\/li>\n<\/ul>\n

        For noncount nouns, determine whether the word is general or specific. For a general noncount noun, do not use an article. For a specific noncount noun, use the definite article the. Note that the same word can be general or specific, depending on how it is used in the sentence.<\/p>\n

        general noncount :<\/p>\n

          \n
        • We need clean air<\/strong>.<\/li>\n<\/ul>\n

          specific noncount :<\/p>\n

            \n
          • We need to clean the air that we breathe<\/strong>.<\/li>\n<\/ul>\n

            For count nouns, you must ask two questions: Is the noun singular or plural? Is the noun being used for the first time? For plural count nouns, use the definite article the. For singular count nouns that are being used for the first time, use a or an. For singular count nouns that have already been introduced, use the:<\/p>\n

            plural count:<\/p>\n

              \n
            • the tents, the orangutans<\/li>\n<\/ul>\n

              singular count (first use):<\/p>\n

                \n
              • a tent, an orangutan<\/li>\n<\/ul>\n

                singular count (subsequent use):<\/p>\n

                  \n
                • the tent, the orangutan<\/li>\n<\/ul>\n

                  For further clarification about singular count nouns, here\u2019s an example.<\/p>\n

                  \n

                  I took a backpack<\/strong> with me when I went camping. The backpack<\/strong> could hold up to eighty pounds of gear.<\/p>\n<\/blockquote>\n

                  Besides determining whether nouns are count or noncount, general or specific, singular or plural, and first use or subsequent use, there are a few exceptions to review. You may also choose to review quantifiers and how to match them with different types of nouns.<\/p>\n

                  Use the definite article the when only one of that noun exists.<\/p>\n

                  The North Sea<\/strong> is a cold place.<\/p><\/blockquote>\n

                  Use the when the noun is modified by a superlative adjective.<\/strong><\/abbr><\/p>\n

                  My dog is the best student<\/strong> in his obedience class.<\/p><\/blockquote>\n

                  Use the when the noun refers to a specific instance of that noun.<\/p>\n

                  The building that I helped to design<\/strong> opened today.<\/p>\n

                  The time for a new election<\/strong> has come.<\/p><\/blockquote>\n

                  Note that noncount nouns do not take a or an.<\/p>\n

                  Instead of: a plutonium, a sugar<\/p>\n

                  Use: plutonium, sugar<\/p><\/blockquote>\n

                  Noncount nouns are not usually pluralized.<\/p>\n

                  Instead of: documentations, stillnesses<\/p>\n

                  Use: documentation, stillness<\/p><\/blockquote>\n

                  Nouns<\/h4>\n

                  Avoid omitting subjects. Only imperative sentences,<\/strong><\/abbr> which use the understood subject you, may omit out the subject.<\/p>\n

                  Instead of: Want the first prize.<\/p>\n

                  Use: I<\/strong> want the first prize.<\/p><\/blockquote>\n

                  For passive<\/strong><\/abbr> sentences, remember to use there are or it is when needed.<\/p>\n

                  Instead of: Is a unicycle race on Saturday.<\/p>\n

                  Use: There is<\/strong> a unicycle race on Saturday.<\/p>\n

                  Instead of: Is going to rain cats and dogs.<\/p>\n

                  Use: It is<\/strong> going to rain cats and dogs.<\/p><\/blockquote>\n

                  Do not repeat the subject in a sentence.<\/p>\n

                  Instead of: Jan she strapped on her parachute.<\/p>\n

                  Use: Jan<\/strong> strapped on her parachute.<\/p>\n

                  Instead of: The dog that knew the high kick it was tired.<\/p>\n

                  Use: The dog <\/strong>that knew the high kick was tired.<\/p><\/blockquote>\n

                  Verbs<\/h4>\n

                  Be sure to include the main verb, especially the verb to be.<\/p>\n

                  Instead of: We to the store.<\/p>\n

                  Use: We went<\/strong> to the store.<\/p>\n

                  Instead of: Jamie a bright student.<\/p>\n

                  Use: Jamie is<\/strong> a bright student.<\/p><\/blockquote>\n

                  Be sure to include the helping verb.<\/strong><\/abbr><\/p>\n

                  Instead of: Bananas be in season then.<\/p>\n

                  Use: Bananas will<\/strong> be in season then.<\/p><\/blockquote>\n

                  Be sure to include verb endings such as \u2013s and \u2013ed.<\/p>\n

                  Instead of: Jacob run five miles every day.<\/p>\n

                  Use: Jacob runs<\/strong> five miles every day.<\/p>\n

                  Instead of: Sharon deliver the purple package.<\/p>\n

                  Use: Sharon delivered<\/strong> the purple package.<\/p><\/blockquote>\n

                  Be aware of phrasal verbs,<\/strong><\/abbr> which are also called two-word verbs.<\/strong><\/abbr> Phrasal verbs are made up by a verb followed by a preposition or adverb. Phrasal verbs often express meaning that cannot be understood by knowing the meaning of each individual word. These idiomatic phrases can cause confusion for ESL students.<\/p>\n

                  I want to find out<\/strong> how birds fly.<\/p>\n

                  Meredith takes after<\/strong> her mother.<\/p><\/blockquote>\n

                  Some phrasal verbs are intransitive<\/strong><\/abbr> and do not require an object.<\/p>\n

                  She passed away<\/strong> peacefully.<\/p><\/blockquote>\n

                  Other phrasal verbs are transitive,<\/strong><\/abbr> so they do take an object. Transitive phrasal verbs are either separable or inseparable.<\/p>\n

                  Separable phrasal verbs<\/strong><\/abbr> can take the object before or after the preposition or adverb.<\/p>\n

                  Glen called off<\/strong> the pool party due to rain.<\/p>\n

                  Glen called<\/strong> the pool party off<\/strong> due to rain.<\/p><\/blockquote>\n

                  Inseparable phrasal verbs<\/strong><\/abbr> take the object after the preposition or adverb. The two words of the verb cannot be separated.<\/p>\n

                  Instead of: Kendra will grow<\/strong> soon enough up<\/strong>.<\/p>\n

                  Use: Kendra will grow up<\/strong> soon enough.<\/p><\/blockquote>\n

                  For more information, check out this brief list of phrasal verbs.<\/p>\n

                  Adjectives and Adverbs<\/h4>\n

                  Avoid repeating an object or adverb in an adjective clause.<\/p>\n

                  Instead of: Damon repaired the bicycle that we delivered our cookies with it.<\/p>\n

                  Use: Damon repaired the bicycle<\/strong> that we used to deliver our cookies.<\/p><\/blockquote>\n

                  Use the correct word order for cumulative adjectives. Of course, using every type of cumulative adjective in a single sentence would yield an unwieldy phrase. Here\u2019s the order of cumulative adjectives <\/strong><\/abbr> the noun.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                  \n
                  \n

                  Cumulative Adjectives<\/h4>\n<\/div>\n<\/td>\n<\/tr>\n

                  \n

                  Type of Word <\/strong><\/p>\n<\/td>\n

                  		\n

                  Examples<\/strong><\/p>\n<\/td>\n<\/tr>\n

                  Article, Possessive, Quantifier<\/td>\na, an, the, his, her, Kyle\u2019s, two, three<\/td>\n<\/tr>\n
                  Evaluative Word<\/td>\nresponsible, able, pretty, harsh<\/td>\n<\/tr>\n
                  Size<\/td>\nbig, little, gargantuan, petite<\/td>\n<\/tr>\n
                  Length or Shape<\/td>\nshort, long, oblong, round<\/td>\n<\/tr>\n
                  Age<\/td>\nancient, old, young<\/td>\n<\/tr>\n
                  Color<\/td>\neggplant, turquoise, chartreuse<\/td>\n<\/tr>\n
                  Nationality<\/td>\nJapanese, Australian<\/td>\n<\/tr>\n
                  Religion<\/td>\nMuslim, Catholic, Hindu, Jewish, Buddhist<\/td>\n<\/tr>\n
                  Material<\/td>\nteak, gold, granite<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                  Avoid placing adverbs between the verb and direct object.<\/p>\n

                  Instead of: Roslyn presented dramatically<\/strong> the gift, amid the marching band and fireworks.<\/p>\n

                  Use: Roslyn presented the gift dramatically<\/strong>, amid the marching band and fireworks.<\/p>\n

                  Or use: Roslyn dramatically<\/strong> presented the gift amid the marching band and fireworks.<\/p><\/blockquote>\n

                  Avoid placing adverbs of frequency before the verb to be.<\/p>\n

                  Instead of: My mother always<\/strong> is saying yes to everyone.<\/p>\n

                  Use: My mother is always<\/strong> saying yes to everyone.<\/p><\/blockquote>\n

                  Avoid placing adverbs of frequency after verbs that are not forms of to be.<\/p>\n

                  Instead of: My father talks never<\/strong> to himself.<\/p>\n

                  Use: My father never<\/strong> talks to himself.<\/p><\/blockquote>\n

                  Prepositions<\/h4>\n

                  Use prepositions<\/strong><\/abbr> correctly. Prepositions do not translate directly, so they can pose a challenge for ESL students. Here\u2019s a list of three particularly confusing prepositions.<\/p>\n\n\n\n\n\n\n\n\n\n\n
                  \n
                  \n

                  Prepositions<\/h4>\n<\/div>\n<\/td>\n<\/tr>\n

                  \n

                  Preposition<\/strong><\/p>\n<\/td>\n

                  		\n

                  Describes <\/strong><\/p>\n<\/td>\n

                  		\n

                  Indicates . . . <\/strong><\/p>\n<\/td>\n

                  		\n

                  Examples<\/strong><\/p>\n<\/td>\n<\/tr>\n

                  at<\/td>\ntime<\/td>\nat a specific time<\/td>\nat 10:00<\/p>\n

                  at the break of day<\/p>\n

                  at lunch<\/td>\n<\/tr>\n

                  at<\/td>\nplace<\/td>\nat a location<\/td>\nat home<\/p>\n

                  at the corner of 5 th and Lamar<\/p>\n

                  at the goal<\/td>\n<\/tr>\n

                  on<\/td>\ntime<\/td>\non a specific day or date<\/td>\non May 1<\/p>\n

                  on Friday<\/p>\n

                  on Labor Day<\/td>\n<\/tr>\n

                  on<\/td>\nplace<\/td>\non a surface<\/td>\non the chair<\/p>\n

                  on the wall<\/p>\n

                  on 10th Street<\/td>\n<\/tr>\n

                  in<\/td>\ntime<\/td>\nin a period of time<\/td>\nin the morning<\/p>\n

                  in 2004<\/p>\n

                  in an hour<\/p>\n

                  EXCEPTION: at night<\/td>\n<\/tr>\n

                  in<\/td>\nplace<\/td>\nin a space or location<\/td>\nin the bowl<\/p>\n

                  in the house<\/p>\n

                  in Port Aransas<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                  Review of New Vocabulary and Concepts<\/h4>\n