Bibliogr. s. 276-277. Strona wydawcy: https://www.wuj.pl

Despite numerous controversies concerning Error Analysis as a procedure, errors in learner language continue to attract both researchers’ and teachers’ attention. The present paper discusses the recent research interests in learner errors, such as computer-aided error analyses of learner corpora, evaluation of corrective feedback in teaching L2 writing, and learner response to feedback. Th e review of published research is then followed by a presentation of selected unpublished MA projects conducted by Jagiellonian University graduate students (2007–2010). As teachers of English, they not only recognised errors as a valuable research area, but they were truly interested in possible pedagogical implications of their studies. Th e projects fall into three thematic areas: cross-linguistic infl uence (comparison of errors in L2 English produced by Polish and Spanish learners, the infl uence of L2 English on Polish learners’ L3 Russian), perception of error gravity (expert vs. novice teachers, native speaker vs. non-native speaker teachers), and response to written and spoken errors (native speaker vs. non-native speaker teachers). Th e paper concludes with suggestions for possible research areas which are both relevant and accessible to Polish graduate students.