Longman Dictionary of Common Errors

Longman Dictionary of Common Errors N D Turton and J B Heaton

•

Pearson Education Edinburgh Gate Harlow Essex

Limited

CM202JE England and Associated

Companies

throughout

the world.

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© Addison Wesley Longman Limited 1987. 1996 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers. First published 1987 Second edition 1996 Eleventh impression 2003 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library

ISBN 0 582 23752 1 Set in Adobe Helvetica Printed in China SWTC/11

Contents Preface

v

How to use the Dictionary

vi

The Dictionary

1

List of common misspellings

366

List of Irreg ular verbs

368

Glossary

370

iv

Acknowledgements The authors would like to thank Della Summers, Director - Longman Dictionaries, for granting them permission to use the Longman Learners' Corpus and the British National Corpus as sources of information for this new edition. At the same time, we are deeply indebted to all those who have designed, managed and contributed to these invaluable databanks. Our sincere thanks are also extended to Judith Aguda for editing the entire manuscript with meticulous care and super-human patience, to Alison Steadman for co-ordinating the production stages, and to Lizzie Warren for overseeing the project from start to finish. We have not forgotten those who made important contributions to the first edition and we would like to reacknowledge our debt to Sue Maingay, Kelly Davis, Diane Sutton and Mona Scheraga, and to the University of Cambridge Local Examinations Syndicate. Finally, we must thank the countless foreign students of English who have provided the content of both editions.

v

Preface The Longman Dictionary of Common Errors provides learners and teachers of English with a practical guide to common errors and their correction. It contains the words and phrases which regularly cause difficulty for foreign learners, regardless of nationality and language background. Arranged alphabetically for ease of use, the entries deal with those errors that regularly appear in the written English of learners at the intermediate level of proficiency and above. Each error is accompanied by a correction and a short, simple explanation. Since the appearance of the first edition of this dictionary almost a decade ago, dictionary making has been transformed by major developments in information technology. Today's dictionary makers are able to draw upon huge computerized databanks to discover exactly how language is used. This new edition of the Longman Dictionary of Common Errors owes its authority to two such databanks: the Longman Learners' Corpus and the British National Corpus. The Longman Learners' Corpus contains samples of the written English produced by students from over 70 different countries. With this carefully coded corpus of ten million words, it is possible to identify more clearly than ever before the words and phrases which cause problems for particular groups of learners and for learners in general. As a result, this second edition contains a large number of new entries, while first edition entries which are insufficiently supported by the corpus have been removed. The investigation of common errors sometimes raises questions about usage for which there are no readily available answers. For example, what do native speakers usually say - 'I disagree that heart transplants should be stopped.' or 'I don't agree that heart transplants should be stopped'? According to modern usage, is it usual to say 'She failed her examination.' or 'She failed in her examination'? Is it incorrect to say 'More houses are built yearly.' and, if so, why is yearly unacceptable here? In helping us to answer questions such as these, the British National Corpus has been an indispensable source of information. This large corpus of modern British English usage has been particularly useful in revealing the subtle differences that make one word or phrase exactly right in a particular context, and others unsuitable. Despite the recognized usefulness of computerized corpora in dictionary making, this application of information technology is still relatively new. Accordingly, while we believe that this new edition is a major advance on the original, we welcome all comments and suggestions.

vi Guide to the Dictionary Finding the information you need The entries in this dictionary are in alphabetical order: about is at the front of the book and youth is at the back. To help you find an entry quickly, there is a word in heavy type at the top of each page. The word at the top of a left-hand page is the name of the first entry; the word at the top of a right-hand page is the name of the last entry. To use this dictionary to correct errors, you need to know which word to look up. In many cases, you will find the information you need at the entry for the keyword. This is the most important word in a group of words which regularly occur together. For example, to find out why 'a hole on my sock' is incorrect, you should look up the entry for hole (not on). To find out what is wrong with 'He'll be here at December', you should turn to the entry for at (not December). In cases like this, there is no fixed group of words and therefore no keyword. Sometimes, the keyword is separated from the part of the sentence containing the error. For example, in: 'She never lets the children to go out on their own', your teacher may underline 1Q or to go. In cases like this, the information you need is to be found at the entry for the word or phrase which requires a particular form to be used later on in the sentence. For example, you allow someone to do something, but you let someone do something (not 'to do').

keyword

study

1

)( ./'

Explains how to use the word correctly.

Next July I'm going to the USA to continue my study . Next July

I'm going

to the USA to continue

my studies.

To refer to the work that a student does at a couepe or university, use studies: 'After the war he resumed his studies at the University of Turin.' Compare: 'They are conducting a study of sex education in local secondary schools.'

Shows the sentence containing the error.

2

X

---_.I Shows the ---corrected sentence

She's

studying

history

She's See in 5studying

in Oxford

University.

history at Oxford University. _

--------------stuff

X ./

Shows that there is more information at the entry for IN, at subentry number 5

He'd left all his tennis stuffs at home He'd left all his tennis stuff at home. Stuff-is.an

Shows that the particular usage is inappropriate in some contexts

to my-place.'

style ~

? ,/?

,/

I'd like to live abroad and have a different style of life. I'd like to live abroad and have a different lifestyle. I find this living style very attractive I find this lifestyle very attractive. See note at

Explains the word that has been used incorrectly and tells you which word should have been used

subconscious

Shows that there is more information at the explanation of the entry for LIFE.

2

The driver of the car was taken to hospital subconscious.

,/ The driver of the car was taken to hospital unconscious. subconscious (of a thought or desire) = exlstlnp or occurring in the mind without the person being aware of it: 'Hls.dream about crosslnq

oceansjnqle-handed

the

prob,a,tJ,lyarose from asubconsetous desire-tor

fame:':"" ,_ •...• -' :_.; unconscious (of a person) = in a sleep-like slate, especially becaus you are iH or have been' hit on the head: 'The' cleaner found himJying unconscious on the bathroom floor:-

subject

Here, the word which has been used incorrectly is directly next to the word succeed that controls it.

;
:

good

Late one evening, as I was getting into the bath, suddenly I heard a strange noise . Late one evening, as I was getting into the bath, I suddenly heard a strange noise. See Language

Note at

ALWAYS

Shows examples of correct usage. Here, the word which has been used incorrectly is separated from the word subject that controls it.

If the explanation contains a technical term that you do not understand, look in the glossary on page 370. Shows that there is more information at the Language Note for ALWAYS.

vii Some entries have sub entries, each with their own numbers. Errors involving vocabulary usually come before errors in grammar, and very common errors come before those which occur less frequently.

When capital punishment was abolished, people thought that murders will become more numerous. When capital punishment was abolished, people thought that murders would become more numerous.

)
of

5

is black .

sth:lOolyourememberthe

)(

At Hari Raya we hang colour

.I

At Hari Raya we hang coloured

colour of their kitchen?'

lights around

the house .

lights around the house.

-colour-= showing people and things in thE;ir natural colours: 'a colour telE;lvisi9n' ,,'a colour photograph'.. ..•.. coloured ~ having one or more colours (not white or black), especially in order to look attractive: 'Do you want plain envelopes or coloured ones?' 'Each qookls ftJlI Of brightly-colouredfull-pagE; illustrations.'

coloured 1

?

.I

The cardigan

is pink-coloured

and is made

of wool.

The cardigan is pink and is made of wool. Wl1en you (Jescribe the colour of something, you usually just say that It is red, blue, green etc (WITHOUT -coloured): 'Her new dress is pale "with red buttons down the front.' '. ....." ••" Adjectives ending with -coloured are quite rare. They are mainlyused when the colour of something is difficult to describe exactly ('pink_ coloured' = not exactly pink) and usually come before the noun: 'a cream"'coloured dressing gown' See note at COLOUR 2,

2

)(

He showed

.I

He showed me the colour photographs See note at

come 1

me the coloured COLOUR

photographs

he had taken .

he had taken.

5

)(

He was afraid

.I

He was afraid of his father and didn't want to go back home.

of his father

and didn't

want to come

back home .

lcomeTs usedfor'movernentfowards'the"place where the speaker is, was, or intends to be, or towards the person being talkedabout: 'Come and look at this.' 'Why'didn't h~come to see me?' 'He was just 'gooutwhen tiis wite'carrre into the office in tears~' Go is used for movement in other directions: 'I wish those noisy children would~o a;way,' 'L:et'sgo!p Lpndon fgL a tewdays.' "

2

)(

The students

.I

The students who come from Japan are hard-working.

who are coming

from Japan

are hard-working

.

Whenyoumentionsomeone's country or;\fIihere something was made or grawn: usq the preseril simple tense. Compare: 'She comes from " GE;rma.ny,';(=shewasborn in,GermaQy).'?heis gomipg fram Germally.' '(='$he"is travellingfram Germany)" """ "" -

common 1

in common

see,

~

~-

)(

I think that people

,/

I think that people in general have good sides and bad

have good sides

and bad sides.

sides. If younaVE;l th~samebackgr6und,interei31s,iastes etc Hssomeone, Jhe two of you have a'lot in cemrnon; '1'01 sure the rnarriaqewon't last. " They've got nothinq irt common.' .> . ~. \Nl1en"you1mean that $orf\E;lthing l)appens'orj.§ true 'in most situa.ti0I'lS', use in general 'lrr generql, parents care more about their children's health than abouttheir ' 'Students in'generalhave littlemoney; to spend (}rl liJ)(urtes:i'

composed

75

2

X .;

There are so many things in common between us . We have so many things in common. Two-or more peoplehClve (got) somethirrg in commonCWe've moved the same circles OV~l~~, last ten years~andso we have~a'greatdeal in comIIlon.' ~~,.~ i"';',. ..:':'C,

3

X

In Spain it is common that people turn up at your house without warning. In Spain it is common for people to turn up at your house without warning. it is common +" for 51)'to do sth (NbtJbat): 'It's quitecommon for fathers to feel jealou~16rthe first few weeks.' ~ ••

,/

company

X ,/

compare

X .;

For those who live by themselves, television provides a good company. For those who live by themselves, television provides good company. When company feelJlonely or b 9 ~ imilarto (someone or somethln else); liken: 'SAt anxious): 'The government becorninq increasingly concerned abourthe rising{evel of unemployment:' 'The manager is naturally very concerned about the recent spate otinjuries.' . .. 0-

3

X ./ ./

0

The first chapter is concerned about the disposal of nuclear waste . The first chapter is concerned with the disposal of nuclear waste . The first chapter concerns the disposal of nuclear waste. be concerned with sth 08.oConcerriSffi = (of a-oogk, film, essay etc) be_. about a particular subject: '."Thearticle is concernedwith recent, " developmentsTIl:primary education.' o""c sae ~

4

X ./

Some dentists are more concerned in earning money than doing a good job . Some dentists are more concerned with earning money than doing a good job. be concerned ,"'ith (doing) sth = be interested in":We stiould'be more concerned witt:!..te-educating criminals than punishing them.'

concerning

X ./

Concerning your accommodation, there are several possibilities . With regard to your accommodation, there are several possibilities. TOi.J:jtroduceanBW toplc,Usewith rE!g~rp to,reg~rding,asregards, as, far as ... isconcerned'('NOT concerning): 'As'far as foodis concerned, fhi3college has jts own canteen.' Compare: 'He was then asked severalqiiestions concerninq his banking: activities.' 'We.got into an interesting discussion concerning theneed for. censorship.' ~':"

conclusion

X ./ X ./

As a conclusion, I'd like to say that everyone should be able to work if they want to . In conclusion, I'd like to say that everyone should be able to work if they want to. To come to the conclusion, I would like to say that everyone should read the book . To conclude, I would like to say that everyone should read the book. To introduce ayoncluding.statement, yse in conclusion, by W:f;jY of conclusion, or to concludj: 'By waY9.f~0~clusi.OQF I'd just Ji~~tO. add that the answen:>to the qt:J~§tions I ha\(eIaised,wollld still appgiar to be long way off.' .-,' .~ ... , . .,....... ....

condition 1

X ./

You should try to keep the car in a good condition . You should try to keep the car in good condition. in good/excellentlperfectlb'ad/terrible! ... condition (WITHOUT alan): 'Most of the were still in excellent 'condition.'!What sort ct.conditton is the car in?' '

78

confidence

2

)
of

5

is black .

sth:lOolyourememberthe

)(

At Hari Raya we hang colour

.I

At Hari Raya we hang coloured

colour of their kitchen?'

lights around

the house .

lights around the house.

-colour-= showing people and things in thE;ir natural colours: 'a colour telE;lvisi9n' ,,'a colour photograph'.. ..•.. coloured ~ having one or more colours (not white or black), especially in order to look attractive: 'Do you want plain envelopes or coloured ones?' 'Each qookls ftJlI Of brightly-colouredfull-pagE; illustrations.'

coloured 1

?

.I

The cardigan

is pink-coloured

and is made

of wool.

The cardigan is pink and is made of wool. Wl1en you (Jescribe the colour of something, you usually just say that It is red, blue, green etc (WITHOUT -coloured): 'Her new dress is pale "with red buttons down the front.' '. ....." ••" Adjectives ending with -coloured are quite rare. They are mainlyused when the colour of something is difficult to describe exactly ('pink_ coloured' = not exactly pink) and usually come before the noun: 'a cream"'coloured dressing gown' See note at COLOUR 2,

2

)(

He showed

.I

He showed me the colour photographs See note at

come 1

me the coloured COLOUR

photographs

he had taken .

he had taken.

5

)(

He was afraid

.I

He was afraid of his father and didn't want to go back home.

of his father

and didn't

want to come

back home .

lcomeTs usedfor'movernentfowards'the"place where the speaker is, was, or intends to be, or towards the person being talkedabout: 'Come and look at this.' 'Why'didn't h~come to see me?' 'He was just 'gooutwhen tiis wite'carrre into the office in tears~' Go is used for movement in other directions: 'I wish those noisy children would~o a;way,' 'L:et'sgo!p Lpndon fgL a tewdays.' "

2

)(

The students

.I

The students who come from Japan are hard-working.

who are coming

from Japan

are hard-working

.

Whenyoumentionsomeone's country or;\fIihere something was made or grawn: usq the preseril simple tense. Compare: 'She comes from " GE;rma.ny,';(=shewasborn in,GermaQy).'?heis gomipg fram Germally.' '(='$he"is travellingfram Germany)" """ "" -

common 1

in common

see,

~

~-

)(

I think that people

,/

I think that people in general have good sides and bad

have good sides

and bad sides.

sides. If younaVE;l th~samebackgr6und,interei31s,iastes etc Hssomeone, Jhe two of you have a'lot in cemrnon; '1'01 sure the rnarriaqewon't last. " They've got nothinq irt common.' .> . ~. \Nl1en"you1mean that $orf\E;lthing l)appens'orj.§ true 'in most situa.ti0I'lS', use in general 'lrr generql, parents care more about their children's health than abouttheir ' 'Students in'generalhave littlemoney; to spend (}rl liJ)(urtes:i'

composed

75

2

X .;

There are so many things in common between us . We have so many things in common. Two-or more peoplehClve (got) somethirrg in commonCWe've moved the same circles OV~l~~, last ten years~andso we have~a'greatdeal in comIIlon.' ~~,.~ i"';',. ..:':'C,

3

X

In Spain it is common that people turn up at your house without warning. In Spain it is common for people to turn up at your house without warning. it is common +" for 51)'to do sth (NbtJbat): 'It's quitecommon for fathers to feel jealou~16rthe first few weeks.' ~ ••

,/

company

X ,/

compare

X .;

For those who live by themselves, television provides a good company. For those who live by themselves, television provides good company. When company feelJlonely or b 9 ~ imilarto (someone or somethln else); liken: 'SAt anxious): 'The government becorninq increasingly concerned abourthe rising{evel of unemployment:' 'The manager is naturally very concerned about the recent spate otinjuries.' . .. 0-

3

X ./ ./

0

The first chapter is concerned about the disposal of nuclear waste . The first chapter is concerned with the disposal of nuclear waste . The first chapter concerns the disposal of nuclear waste. be concerned with sth 08.oConcerriSffi = (of a-oogk, film, essay etc) be_. about a particular subject: '."Thearticle is concernedwith recent, " developmentsTIl:primary education.' o""c sae ~

4

X ./

Some dentists are more concerned in earning money than doing a good job . Some dentists are more concerned with earning money than doing a good job. be concerned ,"'ith (doing) sth = be interested in":We stiould'be more concerned witt:!..te-educating criminals than punishing them.'

concerning

X ./

Concerning your accommodation, there are several possibilities . With regard to your accommodation, there are several possibilities. TOi.J:jtroduceanBW toplc,Usewith rE!g~rp to,reg~rding,asregards, as, far as ... isconcerned'('NOT concerning): 'As'far as foodis concerned, fhi3college has jts own canteen.' Compare: 'He was then asked severalqiiestions concerninq his banking: activities.' 'We.got into an interesting discussion concerning theneed for. censorship.' ~':"

conclusion

X ./ X ./

As a conclusion, I'd like to say that everyone should be able to work if they want to . In conclusion, I'd like to say that everyone should be able to work if they want to. To come to the conclusion, I would like to say that everyone should read the book . To conclude, I would like to say that everyone should read the book. To introduce ayoncluding.statement, yse in conclusion, by W:f;jY of conclusion, or to concludj: 'By waY9.f~0~clusi.OQF I'd just Ji~~tO. add that the answen:>to the qt:J~§tions I ha\(eIaised,wollld still appgiar to be long way off.' .-,' .~ ... , . .,....... ....

condition 1

X ./

You should try to keep the car in a good condition . You should try to keep the car in good condition. in good/excellentlperfectlb'ad/terrible! ... condition (WITHOUT alan): 'Most of the were still in excellent 'condition.'!What sort ct.conditton is the car in?' '

78

confidence

2

)
JQT in serLouscnmes.';;"> c

criminal

X

.I )(

.I

th€'iin<Jre.';lSe

c.

The criminal rate among juveniles is still increasing . The crime rate among juveniles is still increasing. What makes them choose a criminal life? What makes them choose a life of crime? 'criminal aCt1vity',~'.acrimTrtal offence', 'a-crlrniriat record', 'criminal law', BUT 'ctlrneprevention', 'tpe crime rate'; 'crime-statistics', 'ajife of crime'

criteria

)(

.I

These decisions should not be based on purely financial criterias . These decisions should not be based on purely financial criteria. -Cril~ria iSJhe plyiElr of criteriorfThe €ompaffy's sol~ criterion of suc€ess is~qigh sa.l~s·.'.'I~es~flg~

critic

)(

.I

eritEjria nla.ke iteCl.sier

tOic€let

The entertainment page usually contains one or two critics on films being shown in local cinemas . The entertainment page usually contains one or two reviews of films being shown in local cinemas. critic = a p'erson·">;'hOwrites reviews ofcl1ew Qpoks, fif[T1setcE'For years she was theatre critic for tI'Ie Ne">;'Yorksr.' review = a shortarticle jn Cl newspaper or mi:igazine"which -descrities the good and bad qualities of a new book, film;.play efc: 'Acgordin!'i:to the reviews, the film is' definitely wor;th seeing.' '..••.> ..ii..... .• Compare ci"itique= ana.rticle;ibook, speechetc which carefblly eJ
impact

X ./

ve you~~~wnco4ntry a igrat§1jtjTrgm.§£iJJland

I doubt whether it will cause an impact on the readers . I doubt whether it will have an impact on the readers. See Language Note at

important 1

X ./

ke.Y2u.rho nad~!!'n19

DO

He said that money was not important for him . He said that money was not important to him. If you care or-think abeut some1hing a lot, it is important'I6-you(NOT for): 'The watch is very imp to me because-it beloOfjed to qrandrnother:' Compare: 'Engis very importaflt for mjt:career.'~

my

2

See

CAUSE

4,

3

See

THING

1, 2

impression 1

X ./

PROBLEM

2

172

impulse image"~ the generalpicturEr'ihat ybUwaht"peopleto hay? in their minds when they think of you or your company, organization etc: 'After all the bad publicity, the company n~eedsto improve its image.'

2 X ,/

3 X ,/

impulse

X ,/

in 1

X ,/

X ,/

2

X ,/ X ,/

X ,/

3

X ,/ X ,/

4

X ,/

X ,/

My first impression about Californians was very positive. My first impression of Californians was very positive. impression of sb/sth: 'They went back to~Japanwith very different impressions of what England was like.' . He wanted to make a good impression to his girlfriend. He wanted to make a good impression on his girlfriend. make an impression on sb~'His flrst priority was to make a favourable impression on-the prison warden.' I hope your trip will provide impulse for the essay you will have to write when you get back. I hope your trip will provide inspiration for the essay you will have to writewhen you get back. lmpulse = a sirddenBesireio do sornethlnq 'I had a sudden walk..otlt of the:'cIaS$l'oQmarid ie·rretIJt!"j. 'It's3:Hlwise:to impulse.'., •.:.... .' inspiration ='(a source of) creative energy: 'The.lnsplratlon early poems came from his relationship with Lucy Potter.' In 1st July we went to Italy by car. On 1st July we went to Italy by car. I made an appointment for the following Friday. In that day I got up early so as to have plenty of time. I made an appointment for the following Friday. On that day I got up early so as to have plenty of time. See Language Note at TIME I haven't seen any good films in this year. I haven't seen any good films this year. There was almost a nuclear disaster in last year. There was almost a nuclear disaster last year. We intend to visit the north of England in this summer. We intend to visit the north of England this summer. See Language Note at TIME We have 4 classes in a day. We have 4 classes a day. They usually work 39 hours in a week. They usually work 39 hours a week. Expre$~ionsofJrequency, %peed,.~uration.etcdgnot c9ptain.i!l: 'The shop is open·six days a week.' 'Hevisits his father threetimes;a year). 'Bananas costtltty pence a pound.' 'I drove to the hospital at ninety miles an hour.' I noticed that nobody cried in the funeral. I noticed that nobody cried at the funeral. I'm sorry that I can't be there in the wedding. I'm sorry that I can't be there at the wedding. (be) atan event (Such as ayveddiog, party, meeting ete NOT in): 'I

increase

173

didn't expect to see

conterence.z

5

)