This study identifies, describes and evaluates the learners' errors, and determines the gravity of those errors in terms of intelligibility and acceptability by the Nepali, non-Nepali and native English speaking teachers. This study was targeted at the grammatical errors and perceptions of different English teachers on those errors. The research findings were analyzed and expressed quantitatively. The study revealed that the Nepali English teacher evaluators were found to be the most severe judges. The non-Nepali (i.e. other than Nepali and the native English) evaluators were in between the Nepali and the native English evaluators. The researcher proposes to treat the most serious errors for Nepali and non-Nepali English teachers with priority.

This article attempts to display the characteristics of the non-native English speaking teachers (NNESTs) and focuses on the need for the transition of their potentialities in various circumstances of their career. It also describes some of the issues related to their shared difficulties and insecurities, and uncovers the strategies that help them to build up their mind and vision. The non-native speakers of English are definitely in a strong position as teachers in that they can use their experiences to bring quality to teaching and become more effective speakers of English. In addition, the article highlights the non-native speakers of English scenario with the intention to promote further in-depth research on this unexplored area of “non-nativesness.” The article also makes a brief description of the problems the Nepali NNESTs face in their classroom delivery processes and discusses ways to overcome them.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 117-126

This study entitled 'Teachers of English and their Perceptions towards ESL Errors' aimed at evaluating and determining gravity of grammatical errors in terms of acceptability and intelligibility judgments. Quantitative research methodology was utilized in this study. The data was gathered with the aid of a questionnaire prepared on the basis of the result of error analysis conducted earlier. The questionnaires were mailed to English teachers of different private and public schools, colleges and universities of Nepal and worldwide. Two hundred twenty (220) useable surveys were collected altogether for the study: 100 surveys from Nepali English teachers, 100 surveys from native English speaking teachers, 20 each from Britain, Australia, New Zealand, Canada and America, and likewise, 20 surveys from non-Nepali English teachers. Received responses were analyzed and explained descriptively. The findings of the study showed that the native English teachers evaluated the errors far more leniently than Nepali and non- Nepali English teachers. There is no any significant difference in evaluation of errors found in between Nepali and non-Nepali English teachers, but compared to native English teachers, they were found statistically and significantly different in their judgments of errors in acceptability and intelligibility both. On the other hand, while comparing judgments of learners' errors in between the native English teachers; it was revealed that there were not any significant differences found there. It is recommended that the native English speaking teachers’ perception of errors be rightly explored and accordingly evaluation scales be developed and the teachers be made aware of such universal rating scales of grammatical errors while evaluating learners' errors.

Dangha is one of the dialects of Tharu language. The alternate names of Dangha language are Dangaura, Dangali, Dangauli, Dangora and Dangura. The population of Dangaura language was 500000 in Nepal in 2003. And the number is increasing. Dangaura language is located in Raptizone-Dang, Bheri-Bardiya, Banke and Surkhet districts, Seti zone- Kailali district, Mahakali zone Kanchanpur district, Lumbini zone- Rupandehi and Kapilvastu districts. The status of the variety isthat it is a recognized indigenous national language in Nepal. That is why it is important to study on the verbal affixes of it. The objective of this study is to find out the similarities and differences of verbal affixes of Dangha with Nepali and English languages. The study has applied qualitative method. Questionnaire and interview were used for primary data collection. The researcher used non random and purposive sampling design to select the samples from the population. He used Eugene A. Nida's six principles for verb analysis. -a, -i  and -ti suffixes are used to mark progressive aspect in Dangha dialect. -a and -i suffixes are used to mark point in time whereas -ti suffix is used to mark period of time. In the same way, suffix -ti is used to mark period of time and point in time in future tense. In Nepali language -tai/dai oreko/eki/eka  suffixes are used to indicate progressive aspect while English using suffix to show progressive aspect. Tharu and English have separate progressive aspect marker for point in time or period of time but Nepali progressive marker can be used for both times simultaneously.