Error Analysis Abdul Saeed

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Error AnalysisAbdul Saeed
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Definitions
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Error

• Corder (1967) states error as a breach of code.
• Norrish (1983) defines error as a systematic
  deviation when a learner has not learnt something
  and consistently gets it wrong.

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Mistake

• , A mistake refers to a performance error that
  is either a random guess or a slip in that it
  is a failure to utilize a known system
  correctly.

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Behaviourists view

• people learn language by responding an external
  stimuli and receiving proper reinforcement. Thus,
  a proper habit is formed and language learning
  takes place. Therefore, errors were deemed as a
  sign of failure on the part of the learners as
  well as teachers.

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Mentalists view

• The conviction is that error is inevitable. It
  is an integral part of the learning process and
  developing competence. It should not be regarded
  as a sign of failure but as evidence that the
  student is working his way towards the correct
  rules.

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Competence Performance

• Competence is the abstract knowledge of language
  in the mind
• Performance is the realisation of the knowledge
  in concrete form.

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Error Analysis

• Ellis (1985) stated in favour of EA claiming that
  these are the errors that let us know that how
  the language process is going on, what the stage
  of the learner is , what kind of difficulties are
  being faced and consequently how these problems
  can be solved.

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Types of Errors

• Interlingual and Intralingual Errors
• Interlingual errors are said to occur due to the
  interference of L1 into L2. In this case previous
  learned structures create problems for the
  learner to learn new language.
• Intralingual errors are those errors that occur
  due to the faulty or partial learning of the TL
  such as overgeneralization and oversimplification.
  

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Overt and Covert Errors

• An error can be overt (the deviation is apparent
  in the surface form of the utterance) or covert
  errors (the deviation is only deviant when the
  learners meaning intention is taken into
  account)
• For example, ? I happy instead of I am
  happy. ? Indicates error
• I am fine, thank you.

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Causes and Sources of Errors

• 1 Overgeneralisation
• Learners of second language sometimes apply
  previous learned rules on the target language
  without appropriate knowledge of their
  application. Thus, they commit error.

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2.Ignorance of Rule Restriction

• In every language every lexical item has some
  rules and restrictions to be used with adjacent
  lexical items. For example, the pronoun who has
  the restriction that it should be used with
  living creatures not with non-living things.

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3. L1 Transfer

• According to Behaviourist learning theory, old
  habits get in the way of learning new habits.
  Thus, in L2 acquisition the patterns of the
  learners mother tongue that are different from
  those of the L2 get in the way of the learning L2

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• Error Treatment

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Negative Aspect

• Truscott opines that grammar correction has no
  place in writing courses and should be abandoned
  because it is not only ineffective but also
  harmful for the learners.
• (1) grammar correction can not work until or
  unless the learner himself is not interested to
  practice them and make them the part of his
  cognition.

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• (2) correction may be a source to demotivate the
  learner. Round circles, underlined words,
  different clues in red ink and long comments may
  leave very serious effects on the learner
  consequently ending in giving up the learning
  process

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Positive Aspect

• Hammerly (1991) states that adult language
  learners make hypotheses about the target
  language. These hypotheses may be right or wrong.
  So, according to Hammerly (1991) feedback is
  necessary for these learners to test the
  authenticity of their hypotheses.
• Nunan and Lamb (1996) also speak in favour of
  error correction as it can provide the learners
  with valuable information in the target language
  (p, 68).