COMMON GRAMMAR MISTAKES
by Neha Smyth
Committing grammatical errors is quite common even among people who are native English speakers. Again, there are many who have excellent vocabulary but fail to reproduce the same in a flawless, rather error-free sentence. Let us take a look at the most common grammar mistakes that are committed many a times. The word “GRAMMAR” is often mis-spelt as “GRAMMER”. While we speak, these mistakes do not count, but when we write the words, such basic mistakes are unpardonable.
“I believe that postwar education, which has focused on entrance examinations, has ruined society.”
-Professor Takamitsu Sawa The Institute of Economic Research, Kyoto University Daily Yomiuri, Japan, p. 12. Dec. 14, 1999
Consequent to the email and mobile texting language, numerous silly yet common grammar errors have infiltrated the language and its flow. For example, we tend to write “u” instead of “you”, again, “ur” instead of “your”. There are various instances wherein such language slips are noticeable. These are definitely not grammatical errors but they contribute to the construction of a faulty sentence.
Here are some of the grammar mistakes students most often commit:
• Two past tenses used simultaneously. For example “didn’t knew”. The correct structure of this phrase should be “didn’t know”.
• The error of using incorrect apostrophe. For examples: “Francis’ bike” is wrongly written as “Francis’s bike”. In the same way people also confuse whose or who’s, its or it’s, among others.
• Mistakes while using “i.e.” and “e.g.” .i.e. stands for “that is” which is used to provide an explanation and e.g. is used to cite examples.
• Another common grammar mistake is the use of “who” and “whom”. Who is the subject of a clause that it introduces whereas whom is the object of a preposition.
• Many a times we misuse the words “than” and “then”. “Than” is used to compare and are usually associated with words like more, less, taller, so on and so forth. “Then” refers to time. E.g. “Let me complete my homework, only then I will visit the supermarket.”
These are some of the common grammar mistakes made by people in their day to day writing of letters, documents and the like. A little effort to read and understand the sentence construction can help us avoid such mistakes further.
There are other words like affect and effect, ensure and insure, chose and choose, loose and lose and so on. Out of the innumerable grammar errors that we commit throughout our lives, these are some of the best instances to refer to. It is imperative to understand that regardless of the fact that you are not a native, mistakes are common among all.
Some Common mistakes by Japanese
My mother is just a housewife. My mother is a housewife. (is better)
I go to shopping. I went shopping. (is correct)
Where from? Where are you from? (is correct)
I study on Tokai University. I study at Tokai University (is correct)
Do you know Hadano? Have you heard of Hadano? (is correct)
Do you have arubaito? Do you have a part-time job? (is correct)
“I like Hakone. Because it is beautiful. And it has hotsprings.”
I think this is better:
I like Hakone because it is beautiful and it has hot springs.
I like Hakone because it is beautiful. Also it has hot springs.
“I like sports especially ice hockey. Because I moved to Hokkaido.”
I think this is better:
I like sports, especially ice hockey. So I moved to Hokkaido.
Book : An A-Z of Common English Errors for Japanese Learners
by Kevin Burns
Some Common Mistakes Japanese students make:
“I like dog.”
“My like food is…”
“I very like….”
“I play ski.”
The book has a Japanese edition and an English edition. I have both. The Japanese edition is good for instantly explaining a mistake to elementary and lower level English students in Japan. The English edition you can use for yourself and for higher level English students.
“Many of the mistakes made by Japanese learners of English are predictable, and most can be avoided with explanations of common pitfalls. An A-Z of Common English Errors allows teachers to provide these explanations either in English with this book, or in the students` language with the Japanese edition. Teachers who provide objective, non-judgemental feedback can use errors to create personalized learning opportunities by giving students access to the explanations they need as and when they need them, something that is not normally possible with large classes. Having the explanations written down also means that students can review the points they have learned whenever they need to.”
–David Barker,the author
I recommend both editions of this book!