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In the activities presented, I dove into understanding the primary characteristics of various language errors encountered during second language acquisition. This process began with acquiring theoretical information, which laid the foundation for identifying and comprehending these errors. By examining this theoretical framework, I was able to relate it to the common mistakes my classmates and I have observed in our practicum schools, as well as those we encountered in our own English learning journeys. We then aimed to categorize these errors systematically, ensuring that our interpretations and understandings were accurate. This comprehensive approach reinforced our knowledge and provided a solid basis for addressing and correcting language errors in our future teaching practices.

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In this assignment, we were tasked with conducting further research on the concepts previously introduced to us, aiming to reinforce our understanding and clarify any ambiguities left from the two earlier activities. Additionally, we were asked to provide more examples to ensure our grasp of the material was solid and comprehensive. This additional step allowed us to deepen our knowledge and resolve any lingering uncertainties, ultimately enhancing our overall comprehension of the subject matter.

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From this activity, I gained new insights into more detailed grammatical errors and how to identify them. This enhanced my personal grammar, allowing me to recognize and correct mistakes I may have previously made. Understanding these concepts made me more self-aware of my own speech and sentence structure, which is crucial for teaching accurately. Additionally, it equipped me with the skills to identify and describe these errors to my students effectively, ensuring I can provide clear and precise guidance in their learning process.

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The purpose of this activity was to demonstrate that even educators can make mistakes, and it is crucial to be aware of these errors. If we do not teach properly, we cannot expect our students to have flawless knowledge due to incorrect input. In my case, none of the educators I observed made any mistakes, so I focused on listening to their students. I noted down any errors the students made, as they did have some, which provided valuable insights into common mistakes and how to address them effectively.