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The researcher pursued the study in the common errors of language learners on subject-verb agreement because Filipino Students learning English have well-formed speech habits in the native language which are totally different in form, meaning and distribution. In the evident that language teaching in the Philippines has not been efficient and effective enough to meet the expectation that English is mastered by the students if it is to become functional for a lifetime. The actual respondents of the study were grouped according to gender and section. The researcher used a descriptive research design to determine the students’ common errors in Subject-Verb Agreement. The items in the test were based on the descriptions of Subject-Verb Agreement errors found in the Harbrace College Handbook and in the Grammar Journal for Subject-Verb Agreement. The objective of the study is to determine the types of Subject-Verb Agreement errors frequently committed by the combined population of the students in Reading Clinique Center.&nbsp

The use of an external fixator (EF) in the emergency department (ED) or the emergency theatre in the ED is reserved for critically ill patients in a life-saving attempt. Hence, usually only fixation/stabilization of the pelvis, tibia, femur and humerus are performed. All other external fixation methods are not indicated in an ED and thus should be performed in the operating room with a sterile environment. Anterior EF is used in unstable pelvic lesions due to anterior-posterior compression, and in stable pelvic fractures in haemodynamically unstable patients. Patients with multiple trauma should be stabilized quickly with EF. The C-clamp has been designed to be used in the ED to stabilize fractures of the sacrum or alterations of the sacroiliac joint in patients with circulatory instability. Choose a modular EF that allows for the free placement of the pins, is radiolucent and is compatible with magnetic resonance imaging (MRI). Planning the type of framework to be used is crucial. Avoid mistakes in the placement of EF. Cite this article: EFORT Open Rev 2020;5:204-214. DOI: 10.1302/2058-5241.5.190029

Statistics are a quintessential part of scientific manuscripts. Few journals are free of statistics-related errors. Errors can occur in data reporting and presentation, choosing the appropriate or the most powerful statistical test, misinterpretation or overinterpretations of statistics, and ignoring tests of normality. Statistical software used, one-tailed versus two-tailed tests, and exclusion or inclusion of outliers can all influence outcomes and should be explicitly mentioned. This review presents the corresponding nonparametric tests for common parametric tests, popular misinterpretations of the P value, and usual nuances in data reporting. The importance of distinguishing clinical significance from statistical significance using confidence intervals, number needed to treat, and minimal clinically important difference is highlighted. The problem of multiple comparisons may lead to false interpretations, especially in p-hacking when nonsignificant comparisons are concealed. The review also touches upon a few advanced topics such as heteroscedasticity and multicollinearity in multivariate analyses. Journals have various strategies to minimize inaccuracies, but it is invaluable for authors and reviewers to have good concepts of statistics. Furthermore, it is imperative for the reader to understand these concepts to properly interpret studies and judge the validity of the conclusions independently.

The motivation for language learning is influenced by political, social and cultural influence. The Russian language was introduced to the academic curriculum at the University of Ghana several decades ago. To understand advantages and disadvantages of Russian learning, it is necessary to reveal what is behind the language policy in Ghana.In this paper, we consider how language structures are used in the Russian language, and how local languages affect it. By means of the influence of both English language and local languages, we observe common errors that appear in students’ speech and papers.

У статі досліджено особливості вживання абревіатур, способи абревіаційного скорочення в українських періодичних виданнях початку ХХІ століття. Визначено зміст поняття абревіації, найхарактерніші ознаки, граматичні категорії та принципи класифікації складноскорочених слів. Проаналізовано передумови та частотність використання абревіатур, їхнє функційне навантаження на сторінках сучасних періодичних друкованих видань, зокрема газет «Високий замок», «Експрес», «Сільські вісті», та Інтернет-джерела «BBCUkrainian.com». Розглянуто проблему адекватного розуміння і сприйняття абревіатур мовцями, відповідності складних скорочених слів нормам сучасної літературної мови, практичній актуальності використання. Виявлено в мові періодики типові помилки та позитивні зміни у творенні абревіатур, з’ясовано причини їхньої появи. Схарактеризовано явище варіантності, яке ускладнює розуміння та запам’ятовування скорочень. Запропоновано практичні поради щодо усунення мовних помилок та основні вимоги до творення складноскорочених слів. The paper studies the peculiarities of abbreviation usage in Ukrainian newspapers of the 2000 s – early 2010 s. The article encompasses the definition of abbreviation as well as the peculiar features, grammatical categories and principles of the shortened word forms classification. The author analyzes the initial conditions and the frequency of abbreviation usages together with the functions they fulfill in modern newspapers such as Vysokyi Zamok (The High Castle), Ekspres (The Express), Silski Visti (The Village News), and the Internet resources from BBCUkrainian.com. The paper considers the problem of adequate understanding and perception of abbreviations, and the issue of accordance of the shortened word forms with the norms of the Modern Literary Ukrainian and practical timeliness of their usage. The author identifies the common errors and the recent improvements in abbreviation formation, and the reasons of their appearance. The article characterizes the phenomenon of variance, which complicates the understanding and retention of shortenings in readers’ memory. The paper includes the set of practical recommendations aimed at eradication of linguistic errors, and key requirements regarding abbreviation formation.

”VasileAlecsandri” National College in Bacau was the beneficiary of an Erasmus +, Key Action 1 project – VET Learner and Staff Mobility – entitled ”Competențenoi-valoareadăugată” betweenOctober 2014-September 2015. Thus, 28 students from 10th and 11th grades from bilingual classes had the opportunity to participate in a work placement in the area of Business English translations provided by our external partner, ADC College, London.

Lately most investigations regarding Swedish students’ level in Spanish as a foreign language indicate that there is a notable gap in their linguistic knowledge. It is possible to give various explanations to this tendency, such as the capacity of the educators or the level of motivation the students have. These explications, however, does not explain the fact that this is a problem on a national level. In order to be part of the search to find a potential solution to this issue this investigation has been made with the intention of assessing whether the students truly learn what they are being taught, by means of a modified error analysis, in which there it has also been investigated what part of the Spanish language that seems to be the most problematic to learn for the students at a Swedish upper secondary school. Last but not least this study also attempts to look into the possible influences of the first language and the gender of the learners. The error analysis that has been used consists in a test that contains twelve sentences, of which six are incorrect. All the sentences were based on constituents of the Spanish language that had already been studied in class. The students who participated in this study, all of them at the first, third and fourth level in the curriculum established by Swedish National Agency for Education, where asked to identify erroneous sentences and correct them. In this paper it has been proved that the learners, in fact, have failed to learn a considerable part of what they have been taught. It has also been established that neither gender nor native language can be considered relevant factors in the students’ learning ability. As for the most difficult part in the Spanish language it has not been possible to identify a generalizable result, but a few errors that can be found in more than one of the investigated groups, and therefore point out vital problems in the acquisition-process, has been identified. In conclusion, this paper shows that the knowledge of the Swedish students need some improvement, especially when it comes to ensuring that the learners won’t keep making the same mistakes over and over again.

This paper sets out to examine the most common errors in the national test and whether the students make the same errors in English course B as in English course A at Upper Secondary School in Sweden. The method used for this study is quantitative where nine grammatical features are used to count the errors made. Twenty national tests were used to carry out this study; ten national tests are from English course A and the other ten from English course B. Results from all features from English course A are compared with some features from English course B. The results show that the most common errors made in the national test are subject verb agreement and tense. Those two features had also a worsening in the English course B. The genitive errors have also doubled in English course B. The best improvement happened with the capital letters. Other features either stayed the same or improved slightly. One of the solutions for grammatical errors could be that teachers and students pay more attention to it and that the teachers include more grammar in their lessons so that the students have an opportunity to improve.

The main findings of this study investigating 1143 illegibilities which interfered with reading the handwriting of learners of Arabic as a foreign language are reported. The results indicated 50.9% (415 of which is caused by asnan and dots) are connected with letter misformation, and 19.6% connected with general writing characteristics. The implication of the results is a change of emphasis in the teaching methods of handwriting, from being only decorative and attractive in appearance, to becoming mostly legible and readable.

One of the issues affecting the efficacy of peer revision in the writing classroom is that of the knowledge of peer reviewers. Do peer reviewers have sufficient knowledge of content and language to critique the works of their peer writers? Do they provide feedback on content as much as they do for language? Proponents of social constructivism posit that learners learn best when they are involved in exploring, discovering and transforming their ideas and those of their peers through interaction, negotiation and collaboration. In the writing classroom, student writers and reviewers are given the opportunity to build meaning based on their own experiences. This study examined the types of comments made by Malay ESL peer reviewers and their perceived usefulness towards improving peer writers’ composition. Comments on peer writing were collected from ten upper secondary school peer reviewers for equal number of peer writers through reviewer feedback form, peer conferencing session, reviewer field notes and writers’ multiple drafts. Findings of the study show that peer reviewers were able to provide revisions in both areas of content and language. Additionally, the strategies used to providing feedback on content included alteration and reordering, clarification and suggestion, as well as praise and criticism. Overall peer revision has a positive impact on writing and this has implications for teaching and learning, more so for teachers who are overburdened with marking.

In 1994 the FOMC began to release statements after each meeting. This paper investigates whether the public’s views about the current path of the economy and of future policy have been affected by changes in the Federal Reserve’s communications policy as reflected in private sector’s forecasts of future economic conditions and policy moves. In particular, has the ability of private agents to predict where the economy is going improved since 1994? If so, on which dimensions has the ability to forecast improved? We find evidence that the individuals’ forecasts have been more synchronized since 1994, implying the possible effects of the FOMC’s transparency. On the other hand, we find little evidence that the common forecast errors, which are the driving force of overall forecast errors, have become smaller since 1994.

The purpose of this study was to investigate student difficulties, common errors and misconceptions in solving simple linear algebraic equations within a group of students (n = 217) from four different schools. The results suggest that the students in lower achievement groups have conceptual problems and mal-rules, some of which might be considered as misconceptions. In general, students in the middle and higher achievement levels did arithmetical and computational errors.