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This book is the result of years of experience teaching English toSpanish undergraduates studying for a degree in English Language andLiterature. The focus of the book reflects the assumption that a large majority of the mistakes made by advanced-level learners are theresult of interference from their native language. The approachadopted in this book is based on the idea that correcting one’s ownmistakes involves two separate operations, namely, first recognisingthe error as such and then providing the correction for it. In thefirst two thirds of the book, errors are explicitly identified for the learner, whose task is simply to correct the errors. In the finalthird, however, learners must carry out both operations. It is thistwo-step approach that the term "guided error correction" tries toreflect. In order to provide sufficient practice, each of the errors-all characteristic of Spanish-speakers learning English- occurs onsix separate occasions in the book. In addition, the book includes asection of brief explanatory notes at the back of the book where eachof the errors is explained, with Spanish translations provided toenhance comprehension of nuances in meaning. These notes arecross-referenced with each error in the exercises for handy referral,but at the same time represent in themselves a compact referencesource for common errors. This book will be useful for upperintermediate to advanced-level Spanish-speaking learners of English in any context, though it has been designed primarily not for systematic consecutive classroom use but rather as a series of self-correctingone-page exercises that can be pursued sporadically at the learner’sconvenience. This book is part of a series of three books. Michael Kennedy-Scanlon has an MA in Teaching English as a ForeignLanguage from the School for International Training in Vermont, USA.Since coming to Spain in 1981, he has taught English for the HealthSciences, English for Professional Purposes, and InterculturalCommunication in a variety of university contexts. He also doesproofreading, author’s editing and occasional translations of academic texts into English. Elisabet Pladevall has an MA in Linguistics fromUniversity College London and a PhD in English Philology fromUniversitat AutÚnoma de Barcelona, where she is currently a lecturerin English language and linguistics. Her areas of specialisationinclude Second Language Acquisition in immersion and instructioncontexts and more recently in CLIL contexts in primary schools. Shehas also taught English as a foreign language and Business English atseveral institutions. Juli Cebrian holds a PhD in Linguistics from the University of Toronto, Canada, and a BA in English Philology from the University of Barcelona. He is professor agregat of English Languageand Linguistics at the UAB and has taught English and Spanish asforeign languages and English for Special Purposes at severalinstitutions. His research focuses on language learning, andspecifically on the acquisition of English as a foreign language.