Limitation of Problem An analysis of the students' error in learning plural forms of nouns (A case study at the first year sudents of MTs Nurul Huda Bogor)

d. Misordering Misordering can occur in morphological level misordering of bound morpheme in English is perhaps less frequent, given their limited number. There are some other types of error; Errors of competence are the result of the application of rules by the L2 learner which do not yet correspond to the L2 norm; Errors of performance are the result of mistakes in language use and manifest themselves as repeats, false, starts, corrections or slips of the tongue. Error of performance occurs frequently in the speech of both native speakers and L2 learners. They are especially likely to occur when the speaker suffers from stress, indecision or fatigue. Corder has suggested the following operational criterion for differentiating between these two types of error: L2 learners can recognize and correct errors of performance, but not errors of competence. However, identification of errors of competence will only be possible if we establish a difference between actual and intended L2 utterances. Noam Chomsky made a distinction between competence and performance. Competence knows what is grammatically correct; performance is what actually occur in practice. He regarded performance as a faulty representation of competence, caused by psychological restrictions, such as memory lapses and limitations, distractions, changes of direction half-way through a sentence, hesitation and so on.

3. Cause of Error

The final step in the analysis of erroneous learner production is that of determining the sources of error. By trying to identify sources we can begin to arrive at an understanding how the learner’s cognitive and affective self relates to the linguistic system and to formulate an integrated understanding of the process of second language acquisition. Errors- overt manifestation of learner’s system-arise from several possible general sources: inter lingual errors of interference from the native language, inter lingual errors within the target language, sociolinguistic context of communication, psycholinguistic or cognitive strategies, and countless affective variables.