Error recognition as a self-monitoring skill

Most native speakers make grammatical judgments on the "sounds right" criteria. Through extensive listening practice they have learned what "sounds right" & what does not. Presented is a method for teaching second-lang learners this same "sounds right" sense. Previously, learners would produce lang, make errors, & be corrected. The receptive comprehension approach discourages production until active comprehension is achieved through extensive listening. Instead of correcting errors after they occur, the errors are anticipated through error analysis, & then error recognition is taught in a series of discrimination exercises. One program used to teach error recognition of English mistakes to Japanese students learning English in Japan is described. The program format could be used as an anticipatory exercise for beginning students, or as a remedial exercise for advanced students. The exercise results in a building up in the learner of a self-monitoring mechanism which helps him discern what "sounds right" when either spoken or heard. AA