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).
In reading Vann, Meyer, and Lorenza’s (1984), research, some results were expected as in missed articles being more tolerable. Other outcomes were unanticipated, such as the correlation between age of the professor and level of acceptance. From my graduate student perspective, younger professors are more lenient with errors, this agrees with research that “the next most tolerant group [of professors] is the 34 and under category” (p. 434). Alternately, before reading this research, I contributed it to a deliberate decision designed to encourage learning in an unfamiliar online learning environment for new adult learners.
Though not discussed in this research, I have witnessed differing degrees of acceptance of grammar errors, not just by professors but also by students. A recent course experience recounted is revealing. The course consisted of a foreign-born professor with at least 95% of the students being native English speakers already possessing higher education degrees. A noticeable shift occurred as the course progressed, correspondences exposed a reduced tolerance by the students of ELL grammar errors made by the professor. Most of the errors were word choice and lack of subject-verb agreement, described as “least tolerated” by Vann, Meyer, & Lorenza, (1984) ( p. 431). One written correspondence gives a specific example, after an explanation the professor wrote, “could I make it clear?" when actually meaning, “Did I make it clear?”.
With an increased awareness of ELL grammar errors, a level of acceptability by others.
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
action.